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COREQUISITE REMEDIATION

Too many entering freshmen need remediation.

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51.7%

of those entering a 2-year college enrolled in remediation

19.9%

of those entering a 4-year college enrolled in remediation

Source: Fall 2006 cohorts

Most remedial students never graduate.

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Student attrition is at the heart of the matter.

Source: Hughes, K., Edgecombe, N., & Snell, M. (2011). “Developmental Education: Why and How We Must Reform It.” New York: Columbia University, Teachers College, Community College Research Center. Presentation given at the 2011 League for Innovation in the Community College Annual Conference.

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Few Ever Get to Gateway

70% of students placed into remediation fail to enroll

in a gateway course in two academic years

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Policy Objectives for Gateway Course Success

1. Design STEM and non-STEM math options.

2. The default placement for most students will be gateway courses.

3. Provide additional academic support as corequisite, not prerequisite.

4. Establish a placement range instead of a single cut score.

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Guiding Objective

Students complete gateway courses and enter programs of

study in their first academic year

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Mathematics must be aligned

with programs of study.

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College Algebra’s Only Purpose:Preparation for Calculus

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College Algebra

Calculus

STEM

“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”

University System of GeorgiaMathematics Task Force:

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12

STEM

Providing Academic Support as a Corequisite

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One Semester Redesigned Gateway

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Gateway

Extra Time

Mandatory Tutoring

Sequenced

• Paired proctored labs

• 45 minutes after class

• Additional class periods

• 5 weeks prep plus 10 weeks gateway content

One Semester Corequisite Results

Institution SubjectTraditional

ModelCorequisite

Model

CC of Baltimore County Accelerated Learning Model

English 33% 74%

Austin Peay State University Structured Assistance

English 49% 70%

Quantitative Reasoning 11% 78%

Statistics 8% 65%15

One-Year Corequisite

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Gateway

Semester 1 Semester 2

Gateway Content

Academic Support

College Success Skills

STEM

Quantitative Reasoning

Statistics

One-Year Corequisite Results

Carnegie StatwaySuccess in gateway math within

one academic year

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Traditional Model Statway

5.9%

51.0%

Aligned and Parallel Support in Technical Certificate Programs

Technical

Program

Math and Language

Skills

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• Work Keys/Keytrain• Required, Proctored Lab• Competency-based, Self-paced

TN Colleges of Applied Technology

79% Graduation Rate(Including All Math and English

Requirements for the Occupation)

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Placement into gateway courses and

programs of study

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Current Model Enrolls Most Students into Remediation

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Perc

ent

of S

tude

nts

Student Placement Data

30%70%

Gateway

Remediation

New Model Enrolls Most in College

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Perc

ent

of S

tude

nts

Student Placement Data

30%10% 60%

GatewayTest Prep or

Technical Certificate

Gateway Course with Corequisite

Support

Policy Objectives for Gateway Course Success

1. Design STEM and non-STEM math options.

2. The default placement for most students will be gateway courses.

3. Provide additional academic support as corequisite, not prerequisite.

4. Establish a placement range instead of a single cut score.

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MATH ALIGNMENT TO MAJORS

College Algebra’s Only Purpose:Preparation for Calculus

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College Algebra

Calculus

STEM

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STEM

College Algebra’s Only Purpose:Preparation for Calculus

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College Algebra

Calculus

STEM

“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”

University System of GeorgiaMathematics Task Force:

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Carnegie’s Statway and Quantway: alternative pathways to and through

college level mathematics

October 28, 2013

Mary Parker, Austin Community College

mparker@austincc.edu

Carnegie Pathways

The current system: 60-70% of cc students need at least 1 developmental math course. Only 20% of them will complete that requirement within 3 years.

An alternative: Carnegie’s Statway and Quantway – A different structure – to-and-through college math in

1 year– Curriculum with relevant, authentic contexts – Unique research-based pedagogy– Embedded attention to non-cognitive factorsResearch-practice partnership within a networked improvement community, supported by rapid hub analytics

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Elem. Algebra

Int. Algebra

College

Math

Semester1

Semester 2

Semester 3 or more

College Math

Credit

College Math

Credit

College Math

Credit

College Math

Credit

StatwayQuantway

A New Way: Coherent, Intensive Learning

What Colleges Traditionally Have Done

The Results

The traditional sequence:– 6% of dev math students complete college credit

within 1 year– 15% of dev math students complete college credit

within 2 years

Statway 2011-12 and 2012-13:

–50% of dev math students received college credit within 1year

The traditional sequence:– 21% of students complete dev math requirements

in 1 term

Quantway 2012-2013

–60% of complete dev math within 1 term

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Pathways schools, Fall 2013

43 Community Colleges

7 State Universities

14 States

Student voices

“It’s very refreshing to be not only grasping it, but actually interested in math…. It’s nice to wake up and be excited for my first class of the day.”

“This class has helped me in my other classes. This has…exercised my mind enough for me to become a better writer, believe it or not.”

“I think I take a more careful approach instead of rushing through it now. I take time to sit down and plan what I’m going to do. I develop a strategy and carry it out.”

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carnegiefoundation.org/developmental-math

College Algebra’s Only Purpose:Preparation for Calculus

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College Algebra

Calculus

STEM

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PLACEMENT

At Last Year’s Convening . . . .

Multiple measures should be used to provide guidance in the placement of students in

gateway courses and programs of study.

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Building the Perfect Assessment

High school Performance (GPA/Senior Year Courses)

High School Transcripts

Placement/Entrance Exams

“Grit”

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Assessments are not precise – even GPA

Large risk of misplacing students

Can grit improve student success?

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The Poor Reliability of Assessments

A New Path?

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STEM

Non-STEM

CTE

Completed Pre-Calc

Parallel or Embedded Math

High School GPA

Between 2.0 and 2.5

One Semester Corequisite Quantitative Reasoning or

Stats

ACT Between

14-18High Grit

Path 1

ACT Below 14-18

Low Grit

Integrated One-Year Calculus

HS GPA < 2.0 or ACT

< 14

Duckworth’s Words of Wisdom

Grit, like cognitive ability, falls within a normal distribution.

Our current higher education system was built for students with high grit and high academic ability.

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Current Model Enrolls Most Students into Remediation

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Perc

ent

of S

tude

nts

Student Placement Data

30%70%

Gateway

Remediation

Duckworth’s Words of Wisdom

Grit, like cognitive ability, falls within a normal distribution.

Our current higher education system was built for students with high grit and high academic ability.

We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.

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New Model Enrolls Most in College

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Perc

ent

of S

tude

nts

Student Placement Data

30%10% 60%

GatewayTest Prep or

Technical Certificate

Gateway Course with Corequisite

Support

More Students in Gateway Courses

DON’T: Try to build the perfect test Create a new rigid system for sorting students

DO: Dismantle unnecessary barriers by placing the

vast majority in gateway courses Accept that the majority of students need

some support – cognitive and non-cognitive Provide that support in the college-level

gateway course – as a co-requisite48

One Semester Corequisite Results

Institution SubjectTraditional

ModelCorequisite

Model

CC of Baltimore County Accelerated Learning Model

English 33% 74%

Austin Peay State University Structured Assistance

English 49% 70%

Quantitative Reasoning 11% 78%

Statistics 8% 65%49

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TRANSFORMATION AT SCALE

“…no public institution of higher education shall offer any remedial support, including remedial courses, that is not embedded with the corresponding entry level course…or offered as part of an intensive college readiness program, except such institution may offer a student a maximum of one semester of remedial support that is not embedded provided such support is intended to advance such student toward earning a degree…”

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An Act Concerning College Readiness and Completion

Subst. Senate Bill No. 40State of Connecticut

“The Commission endorses the co-requisite model as a statewide best practice for postsecondary remediation and affirms Ivy Tech Community College’s goal of delivering 100 percent of its remedial coursework through the co-requisite model by 2014.”

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Resolution to Redesign Remediation in IndianaR-13-03.2

The Indiana Commission for Higher Education

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