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New DirectionsinDevelopmentalMathJohn HammanMontgomery College, Germantown
Why do weneed to changeanything?
A National Problem43% of all students enrolled in public 2year colleges have enrolled in adevelopmental course29% of all students at 4-year collegesenrolled in a developmental course1 million students at public communitycolleges enroll in developmentalcourses
Math: The Barrier68% of students pass all of thedevelopmental writing courses inwhich they enroll71% pass all of their developmentalreading courses30% pass all of their developmentalmath courses
PersistenceOnly 3 to 4 out of 10 students (less than40%) who are referred to remediationcomplete the entire sequenceAlmost half fail to complete the firstcourse in their sequenceMore students fail to enroll than failcourses
How Does MarylandCompare?Two thirds (66,4%)of the high schoolgraduates in 2004-05 who enrolled incommunity colleges were assessedas needing remediation.Nearly half (48.3%)of the high schoolgraduates at a Maryland college oruniversity, directly from high school,were assessed as needingremediation in math, reading orwriting.
High School Graduates atMD Community Colleges31.2% assessed as needingremediation in writing31.4% assessed as needingremediation in reading58.6% assessed as needingremediation in math
Montgomery College1 in 5 students enrolls in adevelopmental math course each fallFall 2010, 5270 of 26,000 studentsenrolled in developmental mathcourses54% of all math classes offered atMontgomery College aredevelopmental74% of Spring MCPS graduates whoenrolled in math Fall 2010 are takingdevelopmental math
Likelihood of completingCLM (College Level Math)Intermediate Algebra62% of students attempt a CLM course50% pass a CLM course in a standardtimeframeIntermediate Algebra for Liberal Arts49% of students attempt a CLM course39% pass a CLM course in a standardtimeframe
Likelihood of completingCLM (College Level Math)Elementary Algebra35% of students attempt a CLM course22% pass a CLM course in a standardtimeframePrealgebra15% of students attempt a CLM course10% pass a CLM course in a standardtimeframe
Critical Causes of LowSuccess RatesLack of time on taskLack of engagementInconsistent mastery of basic conceptsInconsistent academic standardsRequiring all students to progress atthe same paceFailure to take math continuously untilsequence is completedLength of path (time) to completeCLM
MC RedesignRedesign and Combine Pre-Algebraand Beginning Algebra into one yearlong courseUse MyLabsPlus to Manage all sectionsHave common syllabus/standardsacross every section on every campus.
MC RedesignIndividualized InstructionComputer assisted instructionproviding continuous assessmentTimely one-on-one instruction fromfacultyFacilitates self-pacingOne required 1 ½ hours class eachweek with assigned instructor2 ½ hours required each week in adedicated open math lab
MC RedesignFaculty InteractionFaculty work one-on-one withstudents to: Provide on-demand instruction Address topics when the student isready to understand the concept Encourage, support, mentor,advise, and teach
MC RedesignMastery learningStudents work independently to: Rapidly advance through conceptsalready mastered Spend additional time whereneeded – never lost because “theclass” has moved ahead Complete 100% of homeworkcorrectly prior to taking tests
MC RedesignMastery learning - Consistent High Standards80% -Minimum passing score on testsTest retakes After completing additional review(personalized assignment)Collegewide course developed byfacultyCollegewide standards set andmaintained by faculty
Student Reactions
Student Reactionshttp://www.youtube.com/watch?v r3mGJC4iIhI
Non-academic Challengesthat Derail StudentsEarly Alert Program – Early Intervention Faculty work with counselors to identifystudents struggling for academic and nonacademic reasons that interfere with theirpersistence and success. Study skills Financial Math anxiety Family/Personal Organizational skills
Collegewide InitiativeCooperation and Buy-In from:FacilitiesITEnrollment managementFinancial aidFull- and part-time facultyCounselorsStudentsSenior Administration
What’s Next?Extend course redesign to additionalcourses, including college level mathcourses, as appropriate.Encourage or mandate earlyenrollment in developmental math.Collaborate with MCPS to identifystudents prior to their senior year whoare not on track to be college readyand offer a pathway to collegereadiness.
HugeDisclaimer
Anne ArundelCommunity College Redesigned coursesSome Sections of PreAlgebra ( MAT 010)(MyLabsPlus)Some Sections of Beginning Algebra (MAT 011)(MyMathLab)Some Sections of Intermediate Algebra (MAT 012)(MyMathLab)
AACC Redesign Developed two week extension (E)courses for MAT 011 and MAT 012 Developed a Note-taking guide tohelp students. Has one large and several smallcomputer labs/classrooms
AACC RedesignMastery LearningTo continue students must earn:o 90% on each homework assignmento 80% on quizzes (unproctored withoutlearning aids)o 70% on tests
HagerstownCommunity College Redesigned coursesAll Sections of College Algebra ( MAT 101)(MyMathLab)All Sections of Introduction to Statistics (MAT 109)(MyMathLab)
HCC RedesignResults We Noticed: Students with grades of C or higher averaged atleast 45 hours on the online portion of the class Students were doing the homework Attention to details and not following directions werethe major problems with the student softwareinterface.27
HCC Redesign Four hour concept Combined section of 40 students for 1.5 hrs.weekly lecture Meet with group of 20 For individualized instruction For 1.5 hrs weekly Students required to go to open lab to completean additional 1 hour of work online28
What Else is DrivingThis? Governor O’Malley has set a statewide goal that by2025 at least 55% of residents age 25-64 will hold atleast 1 degree credential(Associate's or Bachelor’sdegree). This represents an increase over the current rate of44%. To attain the level of degree awards necessary toreach the 55% goal, Maryland must go produce anadditional 58,000 degrees per year, an increase of21,000 new degrees annually by 2025.
Thank you! If you have any questions feel free to contact meJohn HammanHT 13320200 Observation DriveGermantown, MD 20876240-567-7794john.hamman@montgomerycollege.edu
Montgomery College 1 in 5 students enrolls in a developmental math course each fall Fall 2010, 5270 of 26,000 students enrolled in developmental math courses 54% of all math classes offered at Montgomery College are developmental 74% of Spring MCPS graduates who
