Goodbye 19th Century Math Courses –
Hello . . . Modern Accelerated Pathways
Amy Getz
Strategic Implementation Lead, Higher Education Team
an initiative of the Charles A. Dana Center and the
Texas Association of Community Colleges
Other Countries’ Average Scale Score Math
Performance on 8th Grade TIMSS Compared
with the U.S.
Number of Countries
60
50
9
40
30
14
20
7
10
5
6
6
8
11
Higher than the U.S.
Same as the U.S.
Lower than the U.S.
37
28
25
17
0
1999
2003
2007
2011
Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at http://nces.ed.gov/timss/index.asp. Computations of
categories by the Charles A. Dana Center.
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2
College Readiness Has Increased
TSI Ready Students - All Texas Higher Ed. Institutions
100%
90%
2003
80%
2012
88%
80%
70%
60%
50%
40%
2003
37%
2012
45%
30%
20%
10%
0%
Community College
University
Texas Higher Education Coordinating Board. (2004 & 2013).
College Readiness Has Increased
90%
TSI Readiness Increase By Race/Ethnicity- All Texas Higher Ed.
Institutions
83%
80%
70%
White
69%
66%
60%
56%
50%
40%
30%
Hispanic/Latino
43%
African American
31%
African American
Hispanic/Latino
20%
White
10%
0%
2003
2012
Texas Higher Education Coordinating Board. (2004 & 2014).
Source: Michael Marder, 2012.
Source: Michael Marder, 2012.
The Transition to College is Tough...
Progression through Developmental Math Sequence
Orange and Black:
Percent out of original
100% at each step with
duplication, i.e.,
students who continue
are counted in multiple
steps
41% Enroll
57% Pass
82% Enroll
Referred
to Lev. 3
100%
3 levels
below
Completed
16%
22% Enroll
Not completed:
6%
29% Pass
Not enrolled
7%
2 levels
below
Not completed:
12%
Not enrolled
16%
Not
completed:25%
Not enrolled
18%
1 level
below
Blue: Percent out of
original 100% without
duplication, i.e., each
student is counted once
Bailey, T. (2010). National Center for Postsecondary Research
For What Purpose?
Is the obstacle of the traditional algebra-based
developmental math sequence justified?
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Select Math Use All U.S. Workers
20%
Algebra I
19%
18%
16%
14%
12%
10%
Statistics
11%
Algebra II
9%
8%
6%
Calculus
5%
4%
2%
0%
Handel, M.J. (2007).
35%
Statistics Is Used More Than
Algebra II
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).
A Dilemma...
Encouraging more students to pursue STEM fields...
Without institutionalizing inappropriate obstacles
for students.
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Source: David Bressoud - http://www.macalester.edu/~bressoud/talks/2011/portland-apcalc.pdf
STATISTICS PATHWAY is designed for
students seeking a college-level statistics
course as part of their general education
requirement for majors in fields including:
• Nursing
• Social Work
• Criminal Justice
QUANTITATIVE REASONING PATHWAY is
designed for students pursuing a field of
study in which general education math is
a requirement. These fields include
majors in:
• Communications
• Graphic Design
• Paralegal
STEM-PREP PATHWAY is designed for
students seeking a STEM or mathematicsintensive major in fields including:
• Petroleum Engineering
• Computer Science
• Chemistry
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The New Mathways Project
A systemic approach to improving student success by
reforming developmental and gateway mathematics based on
four fundamental principles:
1. Multiple pathways aligned to specific fields of study
2. Acceleration that allows students to complete a collegelevel math course more quickly
3. Intentional use of strategies to help students develop skills
as learners
4. Curriculum design and pedagogy based on proven
practice
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What Does it Take?
 Changes in state policy
 Coordination with 4-year institutions on transfer
 Coordination with programs of study to set new math
requirements
 Institutional changes to advising
 New curriculum to support changes in content and
instructional strategies
 Modify student supports such as tutoring
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What have we achieved?
 In first year:
 Project wide: 60% increase in students earned college
credit in half the time
 In five colleges: 280% increase in students earning
college credit in half the time
 In second year:
 20 colleges implementing courses
 14 colleges preparing to implement next year
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The Faces Behind the Data
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Want to know more about the NMP?
 Come to the breakout session at 3:15.
 Sign up to receive monthly updates about the NMP by
contacting us at: mathways@austin.utexas.edu
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Contact Information
 General information about the Dana Center:
www.utdanacenter.org
 Higher Education work:
www.utdanacenter.org/higher-education/
 Amy Getz (general project issues):
getz_a@austin.utexas.edu
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About the Dana Center
The Charles A. Dana Center at The University of Texas
at Austin works with our nation’s education systems to
ensure that every student leaves school prepared for
success in postsecondary education and the
contemporary workplace.
Our work, based on research and two decades of experience, focuses
on K–16 mathematics and science education with an emphasis on
strategies for improving student engagement, motivation, persistence,
and achievement.
We develop innovative curricula, tools, protocols, and instructional
supports and deliver powerful instructional and leadership
development.
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