Support Student Success - Support Statway I and II
Presenters:
Maula Allen, Math Dept.
Paul Cheney, Social Sciences Dept.
Support Student Success - Support Statway I and II
College of Marin’s mission:
“College of Marin's commitment to educational excellence is
rooted in providing equitable opportunities and fostering
success for all members of our diverse community…College of
Marin responds to community needs by offering studentcentered programs and services in a supportive, innovative
learning environment that promotes social and
environmental responsibility.”
Support Student Success - Support Statway I and II
• Too many of our math students fail to pass transfer-level math.
• There is a disparate impact on African American and Hispanic students.
• We are failing to live up to our claim to “providing equitable opportunities
and fostering success for all members of our diverse community”
• But we have a solution: Statway I and II, an alternative math program for
non-STEM students.
• We want you to support this college-wide effort and support student
success.
Support Student Success - Support Statway I and II
Problem 1: At COM the majority of students enrolled in below-transfer level
math do not complete a college-level math course.
This table shows % of credit students tracked for 6 years, 2008-09 through
2013-14, who first enrolled in a course below transfer level in mathematics
during 2008-09 and completed college-level course in mathematics:
Support Student Success - Support Statway I and II
Problem 2: Disproportionate Impact: A large percentage of COM’s Hispanic and
African American students are placed in developmental math (chart on left). A far
greater percentage of students from these subgroups are placed in the lowest two
levels (chart on right). (COM Testing Center data 2011, Sp., Sum., Fall)
Hispanic
African-American
Asian
White
Total
343
94
101
584
% in lowest
two levels
147/343 (43%)
61/94 (65%)
21/101 (21%)
138/584 (24%)
Percent of subgroup placed in
developmental math by
Placement Test
95.3%
Percent of ethnic subgroup
placed in the 3rd and 4th level
below transfer -- Math 85/95
65.0%
97.9%
82.2%
72.3%
43.0%
21.0%
Hispanic
African
American
Asian
White
Hispanic
African
American
Asian
24.0%
White
Support Student Success - Support Statway I and II
Title V is very clear on the remedies necessary for
disproportionate impact
Title V regulations (section 55003) on prerequisites,…,
states that if there is disproportionate impact on particular
groups of students described in terms of race, ethnicity, …,
as defined by the Chancellor, then, “the district shall, in
consultation with the Chancellor, develop and implement a
plan setting forth the steps the district will take to correct
the disproportionate impact.”
Support Student Success - Support Statway I and II
Problem 3: College of Marin and Contra Costa only two Bay Area colleges
not to provide an alternative pathway to completing transfer math
Support Student Success - Support Statway I and II
Major Groups in Support of alternatives
•
American Mathematical Association for Two Year Colleges:
“Prerequisite courses other than Intermediate Algebra can adequately
prepare students for courses of study that do not lead to calculus.”
•
Mathematical Association of America: “The MAA’s ARG supports…a
pathway through Statistics for non-STEM students intended to accelerate
their progress through the course and provide the algebraic and
numeracy concepts and skills necessary for success.”
•
U.S. Dept of Ed, Community College Virtual Symposium: “Curriculum
should be tailored to teach what students actually need to succeed in
college, their careers, and lives. Initiatives like Statway, Statpath, and
Virginia’s System Redesign serve as models.”
Support Student Success - Support Statway I and II
What is Statway?
• Statway is a year-long introductory statistics course
• It covers developmental math while teaching statistical analysis.
– So developmental supports are introduced when those skills are
relevant to tackle the analytical problems at hand.
– Statway takes developmental mathematics students “to and through”
a college level statistics course.
• Statway was created through a collaborative development process that
included both community college and university faculty.
• The learning outcomes were established and endorsed by all of the major
mathematics and statistics professional societies.
Support Student Success - Support Statway I and II
Statway systemic
approach builds on
work of James Stigler
Teacher support
through mentoring and
training
Faculty lead the design
and structure of course
materials
Students use
statistics with
developmental math
concepts applied
where needed
Adaptation and
Innovation
Continuing data
collection and analysis
Statway I content is
relevant and supports
success in Statway II
Conceptual &
procedural
understanding leading
to deeper learning
Students learn the
mindset and skills to
succeed in math
Students solve
practical math
problems that involve
their daily lives, their
disciplines, and their
careers
Support Student Success - Support Statway I and II
Curriculum Overview
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Statway I
Statistical Studies and Overview
of Data Analysis Process
Summarizing Data Graphically
and Numerically
Reasoning About Bivariate
Numerical Data—Linear
Relationships
Modeling Nonlinear
Relationships
Reasoning About Bivariate
Categorical Data and
Introduction to Probability
Formalizing Probability and
Probability Distributions
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Statway II
Linking Probability to Statistical
Inference
Inference for One Proportion
Inference for Two Proportions
Inference for Means
Chi-Squared Tests
Other Mathematical Content
Math & algebra needed for completing statistics are imbedded in the Statway
courses – blending algebra & statistics through both semesters
Support Student Success - Support Statway I and II
Info based on analysis by H. Yamada, “Community College Pathways Success: Assessing the
first two years of Statway”, presented to GEAC mtg 9/8/15.
Support Student Success - Support Statway I and II
Statway I & II are an option – but not for every major
•
Statway II fulfills GE requirement for Statistics for non-STEM majors
•
Targets students who are placed two or more levels below collegelevel math and serves students planning to transfer and continue f
urther studies in humanities or social sciences
•
75% of COM’s 2015 transfers were non-STEM majors -leaving 25% STEM
majors
•
Statway II is the exit math for majors in Arts, Humanities, Liberal Arts,
Ethnic Studies, History, ECE and many other disciplines.
•
For some non-STEM majors, where research methods is an upper
division requirement, i.e. sociology, psychology, political science*,
acceptance of Statway II as a pre-req. for research methods depends on
the 4-year college, determined school by school, department by
department.
*Also: Economics, Physical Anthropology, Education, Geography, GIS, Linguistics, Nursing, Public Admin.
Support Student Success - Support Statway I and II
Benefits:
• Statway is an alternative math pathway for non-STEM students
• Overcome high failure rates in developmental math
• Increased pass rates for college-level statistics
• Reduced time for completion
• Tuition cost savings for students
• Rigorous, tested curriculum design by Carnegie Foundation
researchers, and CC faculty and students
• 52% of Statway students achieved college math credit in 1 yr vs.
15% of non-Statway students achieving a similar level within 2 yrs!
Statway has tripled success in half the time. (Data from Community
Colleges Statway Report, 2014)
Support Student Success - Support Statway I and II
Benefits
• 49% of Statway students complete college-level statistics in one
year compared to the 6% national average
• Statway students go on to complete more college credits across
all disciplines than those who take the traditional sequence
• Reduced time for completion, tuition cost savings for students
and increased student success
• Hispanic students’ success rates in Statway are 3x the nonStatway average for Hispanic students!
• African American students success rates are 4x times the nonStatway average for African American students!
Support Student Success - Support Statway I and II
Info based on analysis by H. Yamada, “Community College Pathways Success: Assessing the
first two years of Statway”, presented to GEAC mtg 9/8/15.
Support Student Success - Support Statway I and II
Current Status
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GEAC (the CSU Chancellor’s General Education Advisory Committee) has
extended the pilot project allowing community colleges to award three
semester units of baccalaureate credit for students who complete both
Statway I and II, applied to Area B4 Quantitative Reasoning (as of
9/1/15).
Statway II is now accepted by UC’s for transfer units starting fall 2016.
Statway II will satisfy UC math concepts and quantative reasoning for fall
2016 and later. Several community colleges are coming forward this fall
with proposals for C-ID and IGETC approval.
Many CC’s offer Statway I and II and are seeing increased student
success (including DVC, DeAnza, Foothill and six other California
Community Colleges, as well as colleges all over the U.S.)
Note: Both Statway courses in the sequence must be completed
successfully in order for the second course to be eligible for transfer.
Support Student Success - Support Statway I and II
Board on Admissions and Relations with Schools
(BOARS) report key points…
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“The key is ensure that students have met the standards of the Common
Core State Standards for Mathematics, not that they have completed a
specific course.”
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“It is current UC policy that any math or statistics course that may count
toward the Quant. Reasoning breadth requirement must have intermediate
algebra or its equivalent as an explicit prerequisite.”
•
“Specifying that transferable courses must have at least Intermediate
Algebra as a prerequisite is not fully consistent with the use of the basic
mathematics of the CCSSM as a measure of college readiness….”
•
“Requiring that all prospective transfer students pass the current version of
Intermediate Algebra would be asking more of them than UC will ask of
students entering as freshmen who have completed CCSSM-aligned high
school math courses.”
Support Student Success - Support Statway I and II
GROUPS IN SUPPORT OF STATWAY
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American Statistical Association: “The ASA is pleased to offer its
endorsement of the Statway sequence.”
California Community Colleges’ Success Network (3CSN) California
Acceleration Project – supports the 112 community colleges to redesign
developmental English and Math and increase student completion
New Texas Mathways Project – StatPath is the Texas two-semester
model
Carnegie Mellon University’s Open Learning Initiative
Florida Department of Education, Division of Florida Colleges
BSI – Basic Skills Initiative
RP Group – Research & Planning Group for California Community
Colleges
Virginia “System Redesign”
PACE Degrees of Freedom: Diversifying Math Requirements for College
Readiness and Graduation
Support Student Success - Support Statway I and II
It’s About Student Success
The (Pathways) consortium has found that students do better when:
1) they believe they can succeed,
2) feel that they belong in the classroom,
3) and feel connected to their peers and teacher.
"Those three [elements] seem to be very, very important factors in
student success, even more so than demographic factors—race,
ethnicity, social class." Bernadine Chuck Fong, Director of Carnegie's
developmental math initiative.
From: The Atlantic, 10/29/2013
Support Student Success - Support
Statway I and II
• We need to support this Statway
program as a program that is proven
to work.
• We want you to vote in support of
creating these classes.
• We want all the college to be involved
in improving our student success in
math.
• We need to do it now!