The View From the Other Side:
WSU Concurrent Math
Pilot Program Results
Dianne Siegfreid, Weber State University Concurrent
Program Administrator
Marisa Brough, WSU Concurrent Math Adjunct
Faculty/Davis High School
Pilot Program Review
• Summarized data indicating lack of student
readiness for math 1050 (College Algebra)
• Summarized data on math completion
patterns
Pilot Program Review
• Shared data and concerns with pilot district
math specialist
• Negotiated pilot program partnership with
supportive district and reluctant department
Weber State University Profile
• Primarily an undergraduate 4-year
institution
• Open Enrollment
• Approximately 18,000 students
• Commuter Campus
Barriers to Supporting
Concurrent Math
The University
Viewpoint
• Accepting 70 %
instead of 20 %
high school
graduates
• Student preparation
has not kept pace
• Most high school
intermediate
algebra students
land in college
developmental
math
• Low passing rates
in developmental
math
WSU Math Placement
• Only 30% are eligible for college level math
• Less than ACT 23 score and COMPASS
Placement
905 (Prealgebra)
50%
960 (Beg. Algebra)
25%
1010 (Int. Algebra)
7%
Higher Courses
16%
Impact on Graduation
• 10-year Analysis (1990-2000)
First Course Passed MC/QL
Degree
Pre algebra
1.8%
11.4%
Beg. Algebra
3.8%
22%
• 1-year Analysis (Admitted Summer 1998-Spring 1999)
First Course Achieved QL
Still Enrolled
Pre algebra
9%
34%
Beg. Algebra
16%
36%
Int. Algebra
34%
44%
Barriers to Supporting
Concurrent Math
• Trust issue between • Only 30% are
eligible for college
college and high
level math
school
•
Miss
opportunity
to
• Higher math
interact directly
placement enhances
with students
college success
Davis School District
Demographics
•
•
•
•
K-12 Public School System
Suburban, just north of Salt Lake City
Includes 9 Title 1 Elementary Schools
60,000 students currently, expected to
increase 20,000 in the next ten years
Math Course Taking Patterns of
Seniors (2004) Who Were Enrolled in
Algebra As 7th Graders
100
90
80
70
60
50
40
30
20
10
0
ALG-7
GEO-8
ALG2-9 PREC-10
AP-11
AP+-12
Distribution of Grades
70
60
50
A
B
C
D
F
N
40
30
20
10
0
7th
8th
9th
10th
11th
District Observations
• Each progressive year math capable
students experience an additional drop by
20% in sequential math classes
• Suggests 7th grade algebra may be too early
for most students to grasp concepts
Differences Between High
School/College Math
High School
College
Student Body
All Students
Top 70%
Pedagogy
Procedural-How
Analytical-Why
Curriculum
Int. Algebra in College
Int. Algebra H.S.
Required Out of Class Study Time
Varies
2 Hours per Class Hour
Differences Between High
School/College Math
continued
High School
College
Assessment
Algorithms & Some
Concepts
Application of Concept
Grading
Some Non-Achievement
Indicators
75% exam & 10% quiz
Demonstrated
Achievement
85% exam & 5% quiz
Pilot Program Model
• Teacher carefully selected by district and
approved by WSU department
• Students must complete 1 semester Math
1010 and score appropriately on
COMPASS to take 1050 at mid year
• Eligible students take 1 semester math
1050 using department text, grading
rubric and exams
Benefits to Supporting
Concurrent Math
High School Viewpoint
• Receive explicit
expectations for
content, instruction,
and assessment
• Department training
on using their grading
rubric
• Opportunity to entice
seniors to remain in
math
• Opportunity to
showcase ability of
school teacher to meet
expectations
Benefits to Supporting
Concurrent Math
• Exposure to collegiate
level math
• Arrival of students
adequately prepared to
address college math
• Assist broad spectrum
of college-bound
students
• Students better
prepared to meet math
requirements for their
major or minor
• Lessen need for so
many college
developmental class
sections
Pilot Program Comparisons
Participated 113
Completed
80
GPA
77
• Pilot students engaged
in learning
C+
C+ or better
Pilot 67% vs WSU 47%
D+ or less
Pilot 7.5% vs WSU 32%
• Pilot students
displayed high
motivation
Pilot Program Comparisons
• Class ambience more similar to an Honors
class
• Students expressed gratitude for college
credit
• Students exceeded Honor class teacher’s
expectations for math comprehension
Pilot Program Hurdles
• Math department skepticism that school
able to follow grading rubric
• Limited Math department staffing stretched
to meet concurrent demand
Pilot Program Hurdles
• School faculty resentment over heavy WSU
scrutiny and implication of teacher
incompetence
• Infrequent and inconsistent communication
to school partner
Tips for Student Success
• Carefully screen for student eligibility
• Better clarify eligibility criteria to
counselors and other teachers
• Carefully promote class benefits and
expectations to students and parents alike
Tips for Student Success
• Explain specific differences in college
expectations for student performance
• Celebrate students’ ability to meet the
collegiate challenges
Tips for Faculty Success
• High math competency
• High commitment to student success
• Patience with skeptical partners
• Willingness to prove and reprove personal
competency
Tips for Faculty Success
• Sense of humor when asked to complete
still one more hurdle
• District, building and program support for
additional role as pioneer
• Timely feedback on teaching performance
Tips for College
Department Success
• Communicate expectations clearly and early
• Embrace philosophy of collaboration
• Identify and train capable teachers to serve
in concurrent program
Tips for College
Department Success
• Realize value of concurrent class to retain
seniors in math classes
• Encourage and assist schools to prepare
students for college level math
Tips for Program Success
• Identify critical
players at campus and
include in program
planning
• Identify the gate
keepers and their
supervisors
• Provide periodic
updates for all critical
partners
• Emphasize value of
program to campus
Tips for Program Success
• Select only teachers who understand importance of
role modeling for success
• Provide facilitation, mediation and promotion for
the program partners
• Share completion data with campus
• Keep emphasizing the “win-win” aspects
Questions and Answers
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Thank You