2. Research Problem
A persistent problem in the U.S. is the
failure rate in developmental math for
college-age students.
Approximately 60% of incoming
community college students are required
to take developmental math; 80% of these
students do not complete it.
3. Research Question
How can we structure and guide efforts to
improve efficacy reliably at scale for
developmental math?
4. Research Methods
● Researched the Statway
developmental math program.
● Reviewed Carnegie
Foundation publications.
● Looked at other fields using
improvement science.
5. Case Study
● Community College Pathways (CCP)
Network involves 6 foundations, 43
community colleges and universities
across 11 states.
● In the first year, the Statway math
program tripled the success rate of
developmental math in half the time
compared to baseline.
6. CCP Results
Description % of students completing
developmental math with C
grade or better
# of students who
completed development
math
Baseline 17% over two years N/A
Statway results in 2011-12 51% in one year 1133
Statway results in 2012-13 52% in one year 1553
Statway target by 2016 50% in one year 7,500 annually
7. Student Demographics
Description %
Female 60%
Placed at least 2 levels below college-level math 71%
Raised in family with no maternal college education 69%
Raised in homes with English as a second language 40%
Race other than Caucasian 66%
8. Networked
Improvement Communities
● Assemble diverse team with
clear leadership.
● Set focused, attainable goals.
● Set targets for measurable outcomes.
● Implement hub for micro & macro
analytic activity.
10. Conclusion
NICs and improvement science embrace:
• Experiential learning to build
knowledge about varied, contextual
learning settings.
• Use inter-institutional social learning
to build advocates for innovations.
• Advance human capital and collective
knowledge to broaden innovations
across diverse audiences.
