Developmental MathematicsMarch 18, 2014

Presented by:

Dr. Leslie Bolinger HortonDean for the School of Math & Science

Quinsigamond Community CollegeLhorton@qcc.mass.edu

Quinsigamond Community College

Vision #1 Project 2013 - 2014

Justification

Math   

Conduct a revised Emporium curriculum, building in Modularized approach at QCC 5 Teaching Assistants @ $25.06 per Hour

$27,641

Teaching Assistants are essential in Modularized Approach

Accuplacer coordination 133 hours x $15 Proctoring in the WPS Fall/2013 - 133 hours x $15.00

$4,000

Accuplacer Scores needed to determine Math Levels/QCC Proctors @ $15.00 per hour

2 - Math Boot Camps at QCC during Intersession $1,800 x 2 for 20 hours per week

$3,600

Math Readiness for up coming WPS students

2- Math Pre-Assessment Workshops (MPAWS) 1 at WPS and 1 Bootcamp at QCC $1,800 x 2

$3,600

Math Readiness for up coming WPS students

2 College Level courses offered @ WPS $3,000 x 2

$6,000 Courses offered for students who meet Accuplacer

requirements for College Math

Fringe Costs (Math)

$1,000  

Supplies (Math):    

Math Codes $85 X 93

$7,905 Needed for students supplies

Travel (Math):    

Bus passes for taking Accuplacer tests, attending Math Pre-Assessment Workshops (MPAWS) at QCC, attending Math classes at QCC, etc.131 passes x $3.30 per pass

$500

For students taking Accuplacer

Clerical Assistant 20 hrs x 26 week = 520 hrs x $10.00 per hr =

$5,200  

Total $59,446 

Vision Project5 Vision Project Key Outcome Areas

1) Increase college-going rates of high school graduatesDevelopmental Education – Philomena D’AlessandroK-12 Partnership / Algebraic Reasoning-Haynalka

Caton2) Increase graduation and student success rates

Mathematics Boot Camps – Sheiba Mas-Oud3) Workforce alignment 4) Improve academic achievements on campus-level and

national assessments of learning5) Achieve comparable learning outcomes among

different student population groups

Structure Of Emporium Classrooms

Jerome Bruner The Process of Education (1999)We begin with the hypothesis that any

subject can be taught effectively in some intellectually honest form…at any stage of development (p. 33)

A curriculum as it develops should revisit…basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them

(p. 13).

QCC Emporium Spiraled Curriculum

Table F   Number of Students Enrolled at the End of the Semester

Number of Students who Took the Final Exam

Number of Students who Passed the Final Exam

Percentage of Students who Took and Passed the Final Exam (≥73)

Percentage of Students who Passed the Final Exam out of all Students Enrolled at the End of the Semester

MAT 090

Emporium SP 2013

61 49 41 (41/49) 84% (41/61) 67%

Emporium SP 2012

44 30 30 (30/30) 100% (30/44) 68%

Non-EmporiumSp 2012

270 206 168 (168/206) 82% (168/270) 62%

 

MAT 095

EmporiumSP 2013

64 46 41 (41/46) 89% (41/64) 64%

Emporium SP 2012

55 42 37 (37/42) 88% (37/55) 67%

Non-EmporiumSP 2012

579 454 355 (355/454) 78% (355/579) 61%

             

MAT 099

EmporiumSP 2013

63 55 35 (35/55) 64% (35/63) 56%

Emporium SP 2012

55 37 22 (22/37) 59% (22/55) 40%

Non-EmporiumSP 2012

665 533 366 (366/533) 69%(366/665) 55%

Results: Spring 2012 – Spring 2013

Fall 2012 Emporium vs. Non-Emporium: Final Exam Pass Rates

Table E   Number of Students Enrolled at Beginning of the Semester

Percentage of Students who Passed the Final Exam (≥73)

Number of Students who Took the Final Exam

Percentage of Students who Took and Passed the Final Exam (≥73)

Percentage of Students who Dropped the Course (after the withdraw period) or did not take the final exam

MAT 090

Emporium 58 (35/58) 60% 41 (35/41) 85% (17/58) 29%Non-Emporium

563 (370/563) 66%

452 (370/452) 82% (111/563) 20%

             

MAT 095

Emporium 55 (27/55) 49% 33 (27/33) 82% (22/55) 40%Non-Emporium

589 (365/589) 62%

460 (365/460) 79% (129/589) 22%

             

MAT 099

Emporium 61 (40/61) 66% 50 (40/50) 80%* (11/61) 18%

Non-Emporium

859 (481/859) 56%

709 (481/709) 68% (150/859) 17%

Finishing the Course Early & Passed the Final Exam

  MAT 090 MAT 095 MAT 099Spring 2012 8 27 6Fall 2012 10 4 5Spring 2013 12 20* 9

*Note 1: One MAT 095 student completed both MAT 095 and MAT 099 in the same semester. The early completion numbers suggest that our students would continue to benefit from course options that allow them to complete developmental math courses at a quicker pace. The fall 2013 modularized courses made it easier for students to finish the developmental math sequence in fewer than three semesters, since module progress was saved from semester to semester. Students who cannot complete an entire developmental course in a single semester may also benefit from their progress being saved and, eventually, complete the developmental sequence faster than originally possible. Decreasing the time that students spend in developmental math will hopefully increase their chance of success in college and help them achieve their higher education goals sooner.

Spring 2013Final Exam Pass Rates vs.

Mastery Requirement  Percentage: Students who

Satisfied the Mastery Requirement & Passed the Final Exam (≥73) / All Students who Satisfied the Mastery Requirement & Took the Final Exam

Percentage: Students who Took the Final Exam without Satisfying the Mastery Requirement & Passed the Final Exam (≥73) / All Students who Took the Final Exam without Satisfying the Mastery Requirement

MAT 090 (29/32) 91% (12/17) 71%MAT 095 (41/41) 100% (5/10) 50%MAT 099 (27/37) 73% (8/18) 44%Note 1: Meeting the mastery requirement is defined as completing every assignment in the MyMathLab course with a grade of 80% or higher. Satisfying the mastery requirement did not guarantee that a student would pass the departmental final exam in all courses. However, in the spring 2013 semester, a higher percentage of students who satisfied the mastery requirement did pass the final exam verses the percentage of students who passed the final exam without satisfying the mastery requirement.

Algebraic Reasoning

Intended to accelerate student learning in Algebra where curricular gaps may exist.

Upon successful completion the student will be prepared for entry-level college coursework in mathematics.

Equivalent to Quinsigamond’s MAT 095 (Beginning Algebra) and MAT 099 (Intermediate Algebra) courses.

Worcester Public Schools ≈ 350 students servedWorcester Technical High SchoolDoherty High SchoolSouth High SchoolNorth High School

Worcester Technical High School Fall 2013

Implemented to replace a 4th year Math requirement, offered during school hours

Tested all the juniors (current seniors) in the Spring of 2013

Based on the Accuplacer scores, students were placed into 3 different classes:MAT 090-Basic Math / MAT 095 MAT 095- Beginning Algebra / MAT 099MAT 099- Intermediate Algebra / MAT 100

WTHS Fall 2013MAT 090 MAT 095 MAT 099 All MAT

Students

Percent Passed

94% 85% 69% 81%

Total Passed

44 61 46 151

Total Students

47 72 67 186

Mass Manufacturing Extension Partnership

Boot Camp Results Sessions run from 12:00-4:00pm5 consecutive working daysAttending all 5 days is a requirementIn a program for employmentInitial Accuplacer: Did not test into MAT 090 

Tested Into Number of Students Total Number of Students

Percentage

College Level Math (MAT 100/121/ 122/123/233)

2 11 18%

Intermediate Algebra (MAT 099)

2 11 18%

Beginning Algebra (MAT 095)

7 11 64%

“This group was amazing and I am really proud of them. A lot of the expressed interest in the QCC manufacturing program so we did something a little bit different. I invited the Dean of Business, Engineering and Technology, Kathy Rentsch, to talk with them about enrolling into one of our manufacturing program and she did a fantastic job explaining all questions and details about the program.” (Sheiba Mas-Oud)