National Perspective on
Mathematics Pathways
Amy Getz, [email protected]
New Mexico Mathematics Summit
an initiative of the Charles A. Dana Center and the
Texas Association of Community Colleges
What brings each of us to this room?
A commitment to supporting students to...
 Achieve their goals
 Be empowered as independent learners
 Learn mathematical content and skills that will enrich their
lives
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What brought the field to this point?
Indications of a broken system...
• High rates of failure and attrition in developmental
education
• Mismatch between mathematics content and
mathematical needs
3
Problems with developmental education...
High referral rates...
51.7%
of those entering a 2-year college
not college ready
19.9%
of those entering a 4-year college
not college ready
Source: Fall 2006 cohorts
cohorts, Remediation: Higher Education’s Bridge to Nowhere, Complete College America, 2012
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And in New Mexico...
Percentage of students identified as not college-ready
2- year
4-year
Total Population
57.0%
12.1%
Native American
59.4%
13.0%
Hispanic
68.4%
16.0%
White
44.8%
7.6%
Other
47.2%
9.7%
Source: Fall 2006 cohorts, Remediation: Higher Education’s Bridge to Nowhere, Complete College America, 2012
Percentage of high school graduates not college ready in math: 67%
Percentage of students completing dev and gateway math in two years: 27%
3 year graduation rate of developmental students (associate): 3%
6-year graduation rate of developmental students (bachelor): 17%
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Identifying the drivers of the problem...
Understanding a complex problem requires
data over time...
From many sources...
And examining many issues.
6
Dev
TITLEed math rarely leads to college credit
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Is the impact on student success justified?
The traditional developmental math sequence
is heavily focused on algebraic manipulation in
an attempt to...
• Remediate middle and high school skills
• Prepare students for college algebra
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What do leaders in mathematics say?
“Unfortunately, there is often a serious mismatch
between the original rationale for a college algebra
requirement and the actual needs of students who
take the course. A critically important task for
mathematics sciences departments at institutions with
college algebra requirements is to clarify the rational
for requirements, determine the needs of students,
and ensure that department’s courses are aligned
with these findings.”
--Mathematics Association of America, Committee on the Undergraduate
Program in Mathematics, 2004 Curriculum Guide
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Misapplication of College Algebra
Students Who Take College Algebra
10%
Ever Take Calculus 1
30%
60%
Take Business
Calculus
Do Not Take Any
Form of Calculus
Dunbar, S. 2005. Enrollment flow to and from courses below
calculus . In A Fresh State for Collegiate mathematics: Rethinking
the Courses below calculus, N.B. Hastings et al. (Eds.).
Washington DC: MAA Notes, Mathematical Association of
America.
10
Statistics Is Used More Than Algebra II
35%
35%
30%
30%
25%
25%
20%
15%
10%
5%
Upper
Blue
Upper
Collar
White
16%
Collar
14%
Lower
Blue
All
Collar
9%
Lower
8%
White
Collar
Service
3%
2%
0%
Upper
White
Collar
22%
Upper
Blue
Collar
29%
Lower
Blue
Collar
15%
20%
15%
10%
All
11%
Lower
White
Collar
5%
5%
Service
2%
0%
Algebra II
Statistics
Handel, M.J. (2007).
Conclusion: Mathematics Pathways
A mathematics pathway is a mathematics
course or sequence of courses that students
take to meet the requirements of their program
of study.
Growing consensus that mathematics
pathways should be:
 Aligned to broad categories of programs or meta-majors
 Accelerated so that most students earn college math credit
in one year or less
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A few clarifications...
The role of algebra in math pathways.
Math pathways versus “tracking.”
Identifying pathways for students who are
undecided.
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Discussion
Talk with an elbow partner or group:
 What ideas does this bring up for you?
 What other information do you want?
 What excites or concerns you?
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Making math pathways a reality
Started with focused, specific initiatives
Established existence proofs, built consensus
Led to limitations of a “ground up” movement.
A case in point: Austin Community College
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Making math pathways a reality
Dana Center started systemic work at state levels
 Partnership with community colleges in Texas
 Established shared goals around 4 principles
 Developed tools and services to support colleges and
faculty
 Worked to establish a positive policy environment
 Math Task Forces
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Role of Math Task Force
Empower mathematics faculty to take a leadership role in
defining the vision for pathways in their state.
Includes
 Representatives from 2- and 4-year institutions
 Policy agency
Work must be truly systemic to be effective.
Task Force states: Colorado, Georgia, Indiana, Missouri,
Montana, Nevada, Ohio, Texas
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Work across multiple states
Common elements in recommendations across states:
 College Algebra should not be the default
 Math pathways aligned to programs of study
 Reliable transferability and applicability
 Critical role of advising
Other issues addressed in some states: alignment with
K-12, placement, curriculum development, specific policy
barriers
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What happens next in New Mexico?
That is why we are here today!
 Gather your input
 Share information about resources
 Create a catalyst for systemic work
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Resources for getting things done...
The Dana Center website, http://www.utdanacenter.org/, has
planning tools, policy briefs, and example course materials
including:
 NMP Implementation Guide and Scaling Toolkit to support
institutional planning and implementation
 Program of Study Briefs summarizing math recommendations
for criminal justice, communications, nursing and social work
 Modernizing Mathematics Pathways, a case study on
promoting alignment between 2- and 4-year institutions
 Course materials: learning outcomes, course outlines and
sample materials from courses developed by the Dana Center
Request information or sign up for monthly updates at
[email protected]
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References for the geeks in the room...
• Laying the Foundations: Early Findings from the New Mathways Project,
http://www.mdrc.org/publication/laying-foundations
• California Acceleration Project Evaluation, http://www.rpgroup.org/projects/cap
• Statway/Quantway (multiple reports), http://www.carnegiefoundation.org/inaction/pathways-improvement-communities/
• Changing Equations: How Community Colleges are Re-Thinking College
Readiness in Math, http://www.learningworksca.org/wpcontent/uploads/2013/10/LWBrief_ChangingEquations_WEB.pdf
• Degrees of Freedom: Diversifying Math Requirements for College Readiness
and Graduation, http://edpolicyinca.org/publications/degrees-freedomdiversifying-math-requirements-college-readiness-and-graduation
• MAA National Studies of College Calculus, http://www.maa.org/programs/facultyand-departments/curriculum-development-resources/national-studies-collegecalculus
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Discussion
Talk with an elbow partner or group:
 What do you want to do with this information?
 Identify one question you would like to ask anyone in the
room.
Write your question on a post-it note.
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