Welcome to Transforming Developmental Math to Eliminate Equity Gaps and Facilitate Student - PowerPoint Presentation

Welcome to Transforming Developmental Math to Eliminate Equity Gaps and Facilitate Student Completion Please silence your phone.

LAND ACKNOWLEDGEMENTWe acknowledge the land on which we sit and occupy today as the traditional home of the Chitimacha and Houma tribal nations. Without them, we would not have access to this gathering and to this dialogue. We take this opportunity to thank the original caretakers of this land. The Chitimacha are a federally recognized tribe with a reservation in Charenton , La (recognized in 1916). The Houma are a state recognized tribe (recognized in 1972). “Houma" means Red, as in Okla-homa "red people."

Our Goal

The Leadership Imperative“We need to have the right people and the right consciousness.” Dr. Cindy Miles, Chancellor Grossmont-Cuyamaca Community College District

GCCCD CommitmentGoverning Board commitmentCalifornia Leadership Alliance  for Student Success  (CLASS) project  Diversity, Equity & Inclusion Councils (DEI) Student Success & Equity Committee Achieving the Dream Hispanic-Serving Institution Cultural Competency

Higher Education Excellence in Diversity Award Dr. John W. Rice Diversity & Equity Award

Hearts and Amens

Setting the stage

Michael Smith, 20-year Navy Veteran Prior to the implementation of Math Pathways, Michael would have had to enroll in four semesters of math to meet his degree requirements, instead of one… “ I wouldn’t have done it. I would have dropped out and not gone to school .”

The Problem: Placement Only 1 in 4 Students Place into Transfer-Level Math Source: GCCCD Information System (Fall 2016 Entering Students)

The Problem: Placement Only 1 in 10 Black Students Place into Transfer-Level Math Only 1 in 5 Latinx Students Place into Transfer-Level Math Source: GCCCD Information System (Fall 2016 Entering Students)

Placement is an equity issue Students’ Starting Placement % Completing Transfer Math in 3 Years One Level Below Transfer 35% Two Levels Below Transfer 15% Three or more Levels Below Transfer 6% Across CA, more than half of Black and Latinx students in remedial math begin here Source: Statewide data, Basic Skills Cohort Tracker, Fall ‘09-Spring ‘12

The Problem: Developmental Sequence Only 1 in 7 Students Make It Through the Developmental Math Sequence Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2013 cohorts; students tracked for 5 primary terms after their initial course enrollment

The Problem: Developmental Sequence Only 1.5 in 10 Black/ Latinx Students Make It Through the Developmental Math Sequence Source: CCCCO Basic Skills Cohort Tracker, Fall 2010 –Spring 2013 cohorts; students tracked for 5 primary terms after their initial course enrollment

Inequitable, Ineffective Placement Practices+ Abysmal Developmental Sequence Completion Rates = Time for a Change

A Formula for Transformational Change Institutional Program Practitioner Culture Change

Optimal Conditions for Transformational Change Faculty-driven inquiry Faculty-led conversations about department approaches, structures, and processes Data-informed culture Faculty-led conversations between and among different departments Support from college and district leadership teams Tolerance for risk-taking Commitment to continuous improvement

Your Turn …How does your college place students into math?Are you familiar with the percentage of first-time students who place into a gateway math class at your institution? Are there differences by race/ethnicity (equity gaps)? Are you familiar with the throughput rates at your institution? Are there differences by race/ethnicity (equity gaps)?

the choice

The Choice Accept that students who assess three levels below transfer cannot succeed in a college-level math course without multiple layers of decontextualized remediation. OR Recognize student capacity to do college-level work with a little extra support and provide students with an achievable pathway to attaining their educational goals.

“Every system is perfectly designed to achieve the results it gets.”– Edward Demings, Paul BataldenInstitute for Healthcare Improvement

High-Leverage Strategies Change placement policies to allow more incoming students to enroll directly in transfer-level math Accelerate remediation Design and implement concurrent-enrollment support models (a.k.a. co-requisite models)

One- or Two-course Sequences No math below Intermediate Algebra Place students in the appropriate Math Pathway by Meta-Major or Area of Interest Pre-Statistics followed by transfer-level statistics Intermediate Algebra with or without corequisite support followed by a transfer-level course First-tier transfer course with or without corequisite support

making changesin the classroom

Paradigm Shift in Teaching & Learning The activity-based math classroom Ongoing formative assessment Intentional support for the affective domain Change expectations: students, teachers, staff, and administrators Faculty Training

A Faculty perspective“In this kind of collaborative learning, I see my students thinking in deeper ways. They are articulating math in ways I never saw in traditional classes. … I am happy to be part of a path that doesn’t bog them down, that provides a way for students to get through the system.” – Scott Eckert, Intermediate Algebra with support instructor

A Counseling perspective“It gives me the chance to talk about what they want to do for a career and other opportunities that would get them there faster.” – Melanie Davidson (Part-Time Counselor)

Student PerspectivesThe goal of these pedagogical reforms is to engage students in the process of productive struggle so that they embrace learning from their mistakes… “This class if very different from other math classes I have taken. We help each other. We share answers and approaches. It helps people who are shy and afraid to ask for help … I used to be trying to get an A to be ‘smart.’ Now I’m more open to getting a wrong answer, because I know I will learn from it.” – Lizbeth Bueno, Intermediate Algebra with support student

Student PerspectivesStudents enrolled in concurrent support courses were significantly more likely to… feel more comfortable making mistakes in class agree the course provided them with more opportunities to receive guidance from other students believe the instructor did a good job of managing the classroom feel the in-class activities helped them master the course material and complete homework

Cuyamaca College Offers Case Study In Eliminating The ‘Math Pipeline Of Doom’https://www.youtube.com/watch?time_continue=81&v=BlFid2z_rII

results

Gateway Access in Math: Cuyamaca College

Gateway Momentum in Math: Cuyamaca College

Gateway Momentum in Math: Cuyamaca College

Gateway Math Completion in One YearSix times higher for B-STEM students (10% to 59%)Seven times higher for students taking Statistics to meet program requirements (10% to 69%) Overall success in transfer-level math unchanged (69% vs 64%) Four times higher for Latinx (15% to 65%) Five times higher for Whites (16% to 76%) Nine times higher for Blacks (6% to 55%)

Caleb Rendon-Guerrero “I was just starting to turn my life around, after spending years on the streets and in the criminal justice system. I was ready to be the solution, not the problem, for my family, and I felt like I was spinning my wheels just trying to get started.”

Karly Franz Karly was a returning adult who had been away from school for 5 years. She had previously studied fashion design and worked as a historical costumer. Now she wanted to be a HS Biology Teacher. Karly was placed one-level below a gateway class but was allowed to enroll directly in Pre-Calculus with corequisite support “I enjoyed the course’s intensity and, despite challenges outside the classroom, earned a B+. I’m now on my way to becoming a high school biology teacher.”

Your Turn …In light of what you’ve heard today, what high-leverage strategies can you employ to transform developmental math to eliminate equity gaps? How do you think it will be received? Who are your biggest advocates? What are some of the challenges at your institution you need to consider? Who should be part of the conversation?

resourceshttps://app.box.com/s/vkpu5kutm8lz5ozm65flpjcbvug8vpfs

Questions/Thank You! Julianna Barnes President Julianna.Barnes@gcccd.edu Brianna Hays Sr. Dean, Institutional Effectiveness, Success & Equity Brianna.Hays@gcccd.edu Tammi Marshall Chair, Math Department Tammi.Marshall@gcccd.edu

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