1 Math Pathways in the Context of College RedesignShanna Smith Jaggars Research Affiliate, CCRC, Teachers College, Columbia University Director of Student Success Research, ODEE, The Ohio State University @sjaggars #RedesigningCCs

2 Issues to Consider Pedagogy Eligibility & alternativesIntegration with program pathways Undecided students

3 TWO APPROACHES TO COLLEGE TEACHINGKnowledge Transmission Learning Facilitation Focus on facts Focus on concepts and skills Breadth of content Depth of understanding Foundational knowledge a pre-requisite for deeper thinking Deeper thinking a pre-requisite for retention and application of knowledge Lecture-based pedagogy Discussion and/or activity-based pedagogy Students are primarily responsible for motivation Shared responsibility for motivation Teaching metacognition and academic behaviors deemphasized Emphasis on teaching metacognitive skills and academic behaviors

4 Addressing flawed concepts & thinking more deeplyStigler, Givvin, & Thompson (2013). What community college developmental students understand about mathematics. Carnegie Foundation for the Advancement of Teaching. Case Study: Roberto, 18 years old Took Algebra 1 as 8th grader, as well as a four-semester algebra sequence in high school. Yet in college he places in Basic Arithmetic, two courses below the developmental course equivalent to high-school Algebra 1. “He clearly has some understanding and the ability to reason… what may at first appear to be gaps in understanding eventually reveal themselves to be gaps in procedural knowledge and notation.” “To Roberto, mathematics is interesting and fun when he is being challenged to think. However, it is not clear what Roberto has been asked to think about in his many mathematics classes.”

5 CONCEPTS OF NUMBERS Place appropriately on a number line: 1/3, 3, 3/2, 3.14 Photo:

6 Result for “Concepts” studentsCONCEPTS OF NUMBERS Outcome Result for “Concepts” students Course withdrawal rate - Course grade C or higher + Enrollment in developmental algebra Completion of developmental algebra = Completion of first college-level math College-level credits accrued Bickerstaff, Lontz, Cormier, & Xu (2014). Redesigning arithmetic for student success: Supporting faculty to teach in new ways. New Directions for Community Colleges, 167, 5-14.

7 MAKING IT RELEVANT MAKING IT RELEVANTIntegrated in college-level coursework Contextualized in meaningful subject matter Discrete skills addressed “just-in-time” in context of authentic learning tasks

8 CAP: THE AFFECTIVE DOMAINCC TRANSFER OUTCOMES Building in time for 1-on-1 Positive Relationships Small group discussions Time to Process & Practice Self-assessments Metacognitive Reflection “fess up” routines Incentives & Accountability Touch base if miss deadline Intrusive Intervention Re-dos & re-writes Growth Mindset Approach to Feedback Hern & Snell (2013).Toward a vision of accelerated curriculum and pedagogy: High challenge, high support classrooms for underprepared students. LearningWorks.

9 TYPICAL FACULTY PROFESSIONAL DEVELOPMENTFocused on fostering disciplinary expertise Emphasis on policies and administrative issues Unrelated to pedagogy Few opportunities for adjunct engagement Professional norms of autonomy Occurs in isolation Designed for broad appeal across disciplines Not grounded in the daily work of teaching Decontextualized

10 EFFECTIVE FACULTY DEVELOPMENTFaculty-initiated and led Meaningful and Contextualized Collaborative Reflective Structured Ongoing and recursive

11 Issues to Consider Pedagogy Eligibility & alternativesIntegration with program pathways Undecided students

12 NO OBVIOUS CUTOFF If you move the cutoff higher, underplacement rates will go up, and overplacement rates will go down. Scott-Clayton (2012). Do high-stakes placement exams predict college success? CCRC.

13 Proportion of Variation ExplainedEXAMS WEAKLY PREDICTIVE Proportion of Variation Explained Math Placement Test Scores Only  High School Math GPA/Units Only Placement Test Scores plus HS GPA/Units  Grade in 1st CL Math Course Earned B or higher 0.12 0.10 0.17 Earned C or higher 0.07 0.08 0.11 Passed (D- or higher) 0.04 0.06 Number Grade 0.13 0.18 Scott-Clayton (2012).

14 WHY IS PREDICTION WEAK? Short examDoesn’t capture non-academic strengths Students not prepared for / don’t understand purpose of exam Test content not necessarily aligned to relevant course

15 LONG BEACH CITY COLLEGEMultiple measures: weighting HS GPA & placement exam scores

16 OPEN-ACCESS PATHWAYS? Carnegie Statway CAP Path2Stats TennesseePositive effects for students placed not only 1-level-below, but also 2-levels-below Carnegie Statway Open-access 1-semester pre-req; positive effects for students placed at all levels CAP Path2Stats Open-access co-req; positive descriptives at very lowest test scores (though small N) Tennessee

17 OR INTENSIVE PROGRAMS FOR LOW-SKILL STUDENTS?CUNY START: Students with multiple remedial needs Delay formal enrollment: no financial aid clock Cohort wk, 25 hrs/week: $75 Math + English + success seminar + advising + required tutoring and writing

18 CUNY START RESULTS: START pre-semester vs. comparison 1st semesterSTART students slightly less likely to enroll for 1st semester, vs. comparison enrolling in their second semester: 69% vs. 75% Allen & Horenstein (2013). CUNY START: Analysis of Student Outcomes. CUNY.

19 CUNY START RESULTS: START vs. comparison, 1st & 2nd semestersAmong those who entered 1st: Among those retained into 2nd: Allen & Horenstein (2013)

20 Issues to Consider Pedagogy Eligibility & alternativesIntegration with program pathways Undecided students

21 HOW TO BEST INTEGRATE DEV ED WITH PROGRAM OF STUDY?I-BEST meta-majors

22 WA CTCs: I-BEST For ABE students entering CTE programsCombined ABE/CTE instruction within college-level courses 50% overlap in classroom of ABE & CTE instructors; college reimbursed 1.75 FTE Sequence of courses leading directly to credential, in-demand jobs, further education

23 I-BES I-BEST RESULTS 3-yr certificate completion rates among ABE CTE students Zeidenberg, Cho, & Jenkins (2010). Washington State’s I-BEST: New Evidence of Effectiveness. CCRC.

24 Mapped into explorationMATH PATHWAY INTEGRATION Available Required Mapped into exploration

25 TX “NEW MATHWAYS PROJECT”9 community colleges; target of 5 sections per college NMP available but not required Detailed recruitment plans & materials Identified majors to recommend wholesale Avoided attaching English exam req’mts Rutschow & Diamond (2015). Laying the Foundations: Early Findings from NMP. MDRC.

26 TX “NEW MATHWAYS PROJECT”Most colleges filled only 1-2 sections. Why? Limited to 1-2 levels below; excludes approx. 1/3 Lengthy processes for NMP enrollment Challenges with linked success course Advisors did NOT recommend wholesale to targeted majors Rutschow & Diamond (2015)

27 DEFAULT COURSE MAP BY MAJORCould add: “If math placement is below Brief Calculus, replace Brief Calculus with College Algebra, and replace CIS 105 with co-requisite math support course.” Major map image from Arizona State University, Business Data Analytics program

28 Issues to Consider Pedagogy Eligibility & alternativesIntegration with program pathways Undecided students

29 TRADITIONAL INTAKE PROCESSBasic application Math & English placement scores Orientation Registration advising

30 INTAKE INFORMATION INTAKE INFORMATION

31 Meta-major Model (e.g., Chicago) Common curriculumREDESIGNING INTAKE AROUND CHOOSING A DIRECTION REDESIGNING INTAKE AROUND CHOOSING A DIRECTION 12th grade / summer Choose meta-major 1st year meta-major curriculum Choose specific program Meta-major Model (e.g., Chicago) 12th grade / summer General college readiness 1st year common curriculum Choose specific program Common curriculum Model (e.g., Guttman)

32 ARIZONA STATE EXPLORATORY TRACKSEngineering, Math, Technology, & Physical Sciences Fine Arts, Humanities, & Design Health and Life Sciences Social and Behavioral Sciences

33 MAP BY EXPLORATORY MAJORMajor map image from Arizona State University, Business Exploratory Track

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35 ETHNOGRAPHIES OF WORK I AND II AT GUTTMAN COMMUNITY COLLEGE (CUNY)Two 12-week courses required for all programs of study Part of Guttman’s common First-Year Experience, which also includes City Seminar I and II, Statistics, and Composition Satisfies CUNY transfer requirements for social science credit Guides students through career exploration and program choice Includes required 90-minute weekly advisement seminar on college success, major selection, and work/internship preparation “… course approaches work as a cultural system invested with meanings, norms, values, customs, behavioral expectations, and social hierarchies. Students pose key questions through the lens of ethnography in order to investigate workplaces, occupations, and career pathways in an urban context.”

36 CITY SEMINAR: CONNECTS TO & SUPPORTS ETHNOGRAPHIES OF WORKCity Seminar I 3 college credits: critical issue in NYC 3 dev ed credits: read/write workshop 3 dev ed credits: quantitative reasoning 1.5 hours: “Studio” structured group study

37 GUTTMAN CC’S FIRST-YEAR EXPERIENCEFall 1 (12 week) Fall 2 (6 week) Spring 1 (12 week) Spring 2 (6 week) City Seminar 10.5 hours Time to catch up as needed (or accelerate if desired) 7.5 hours Ethnography of Work 4.5 hours Statistics 5 hours Composition 3 hours Time on Task 20 hours 15 hours Transferrable 9 credits Student choice of 2 FT schedules: 8a-1p or 1:15p-6:15p Embeds remediation, advising, & some homework time Assumes all students need some academic support Statistics may be stretched across 2 semesters Additional remediation built into Fall 2 & Spring 2 if needed

38 QUESTIONS? http://ccrc.tc.columbia.edu Visit CCRC on the web atwhere you can download presentations, reports, and briefs, and sign-up for news announcements. CCRC is also on Facebook and Twitter. Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY Telephone: