Math Pathways: Developmental Education Reform

Cuyamaca College is the first community college in California to undertake a full-scale transformation of mathematics instruction. The college has made three critical changes: 1) the assessment and placement of students into math courses, 2) the paths students take to reach and complete transfer-level math, and 3) the experience students receive in the classroom. Most students at Cuyamaca can complete their math requirements in one semester. Instead of requiring students to take remedial courses that delay their progress toward a degree, Cuyamaca allows students to enroll directly into...

Math Jam Your Students to Success

Many community colleges have identified a real need to increase support services to students who are struggling to pass the college-level math they need to complete a degree or transfer to a four-year institution. To make matters more difficult, many returning students and high school graduates are placed into lower math courses than they have demonstrated proficiency. Research into success rates across California Community Colleges indicates students are twice as likely to successfully complete a transfer-level math course within three years if they begin at a course one level higher. In...

Restructuring the Math Pipeline for Success

Cuyamaca College no longer offers math at two or more levels below transfer. Instead, developmental students enroll in: (1) Intermediate Algebra with concurrent enrollment support, (2) an accelerated pre-statistics course, or (3) a college-level math course with concurrent enrollment support. The outcome? Pipeline success rates are significantly greater across all disproportionally impacted groups. This presentation from the 2017 RP Group Strengthening Student Success conference discusses the structure of the revised math program at Cuyamaca, provides evidence that we are closing the...

Extending the Classroom: Intensive Academic Support for Accelerated Basic Skills Pathways

At Bakersfield College (BC), 84% of first-time students enter underprepared, and only 34% of students who started at any level of remedial math completed a certificate, degree, or transfer-related status during a six-year period. BC redesigned traditional math pathways to offer more coherent accelerated options in remedial math. By extending the classroom to support college readiness, BC provides intrusive academic and counseling support to improve student learning in the math classroom and beyond. In this presentation from the 2017 RP Group Strengthening Student Success conference...

Doubling Student Completion through Placement, Pathways, and Pedagogy in Mathematics

The College of the Canyons Mathematics Department has committed to accurate placement, accelerated pathways, and more effective pedagogy in high-challenge, high-support classrooms. Effective fall 2016, an overhaul of the mathematics placement process for 4,363 incoming students using self-reported high school information dramatically increased transfer-level placement, reducing disproportionate impact and saving students time and money. Adopting a statistics pathway substantially increased student completion of transfer-level mathematics. Professional development in activity-based learning...

Learning Communities Promote the Success of Las Positas College's Early Childhood Development Students

eLearning Module Resource Description Las Positas College's Early Childhood Development Department coordinated with the Math Department to develop a series of math classes contextualized to early childhood development, through which students progressed in a consistent learning community. The Challenge Completing math requirements to obtain an AA Degree and a Teacher permit (state certification) has been a barrier for many Early Childhood Development (ECD) students. Our ECD students are predominantly women who lack self-confidence andhave a real fear of taking math classes. With the shift in...

Positioning Students with the Multiple Measures Assessment Project

The PowerPoint presentations below offer an overview of the Multiple Measures Assessment Project (MMAP) and discuss why it was created and how it can be effectively implemented. "Positioning Students with the Multiple Measures Assessment Project" addresses the reasons behind the adoption of MMAP and the projected impact that it could have across the California Community College System, along with some lessons learned from pilot colleges. "MMAP in English MiraCosta College" and "Compass Users Webinar" offer in-depth looks at how implementation of MMAP went at MiraCosta and Shasta College,...

West Hills College Lemoore - Student Equity Plan 2015-16

During the 2015-2016 review of CCC student equity plans, the plans were read by a panel of 42 volunteers that included faculty, students, researchers, and administrators. As part of that reading process, readers were asked to identify colleges that had well-constructed plans that could be used as models for other colleges. The plan shared here is one of the seven plans that were identified as exemplary. This plan discusses strategies at West Hills College Lemoore to overcome equity gaps in: Access Course Completion Basic Skills Degree and Certificate Completion Transfer Rates The demographics...

Short, Intensive Review Courses Build Confidence and Skills

To address an identified gap, San Diego Eastern Region Adult Education Consortium (SDERAEC) created a 24-hour preparation course delivered at the Grossmont Adult School that provided a math review aligned with Accuplacer content and college math courses. The Challenge Many students at Grossmont Adult School are somewhat unfamiliar with placement and assessment tests but want to complete short-term academic goals such as passing the High School Equivalency (HSE) math exam quickly. SDERAEC’s extensive gap analysis identified the need for reducing remediation and accelerating transition to post-...