Document Sample
					                       ALAMO COMMUNITY COLLEGE DISTRICT

                           NORTHEAST LAKEVIEW COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile
Northeast Lakeview College is the newest
member of the Alamo Community College
District. With a student enrollment of
nearly 2,500 students, we are situated in
the northeast area of San Antonio. We are
currently in the process of building our
new 240-acre campus, just a few blocks
away from our current location.

State of Developmental Education
Developmental mathematics at Northeast
Lakeview College is decentralized. The
developmental programs for the various
departments (i.e., English, Reading,
Mathematics) are independent of each
other and do not fall under a stand-alone
governing developmental body. As
developmental courses account for a large
proportion of total courses offered, their
success, or that of students enrolled in
them, is instrumental to the overall success
of our department and, in turn, our college.

Promising Intervention Strategies
and Evidence of Effectiveness
Although there are a few we are
considering, due to Northeast Lakeview
College being new, we have yet to
incorporate any intervention strategies.
Our goal in the mathematics department is
to use the roundtable discussions to learn
techniques and interventions that other
colleges are using. Even though we would
like to share ideas we have for improving
our developmental education, we more
importantly would like to learn from the
successful interventions used by our
colleagues across the state. With this in
hand, we hope subsequently to create our
own developmental intervention strategies
to maximize the learning, experiences, and
success of Northeast Lakeview students.
                           ALAMO COMMUNITY COLLEGE DISTRICT

                                   NORTHWEST VISTA COLLEGE
                                         MATHEMATICS BRIEFING

Institution Profile                                  College-level mathematics and English are
Northwest Vista College is located in                clustered with these courses to provide
west-northwest San Antonio. There are                integration. This is a highly effective
9,901 paid students as of September 28,              model.
2006. Approximately 6.7% are special
populations.                                         Each level of mathematics, due to its
                                                     sequential nature, is identified with its
                                                     essential outcomes; that is, those skills that
                                                     allow a student to challenge the next level
                                                     successfully. Transmission of these
                                                     fundamentals is achieved through several
                                                     venues, the most direct of which is ring
                                                     leadership and ringlet mentoring of faculty
                                                     by course level. Additionally, core finals,
                                                     which include the proportion of each topic
                                                     to be assessed, along with common
                  Female    Male
                                                     calendars, reviews, and syllabi help
                                                     achieve a fluid transition throughout the
                                                     mathematics curriculum.
                                    Caucasion -
  0.4                               46%
                                                     Eighty percent of our students require
                                    Hispanic - 45%   remediation. Therefore, quality
                                                     developmental education is essential to the
  0.2                               African-         persistence and graduation rates.
                                    American - 6%
  0.1                               Other - 3%


State of Developmental Education
The developmental mathematics program
is designed for successful progression
through five levels of one sequence, from
Basic Mathematics to College Algebra.
Each level prepares the student for the
next level, while the last level of
developmental mathematics can be shown
to support success in College Algebra.

Developmental education is integrated and
decentralized. All developmental
education courses are together in one
cluster under Academic Foundations.
                                ALAMO COMMUNITY COLLEGE DISTRICT

                                             NORTHWEST VISTA COLLEGE
                                                       MATHEMATICS BRIEFING

                                                  Proportion of Graduates by Developmental History











                                   2000                                                                                  No developmental History
                                                                     2003                                             Developmental History
                                                     Through Year                             2005

                                                         Developmental History   No developmental History

Promising Intervention Strategies
and Evidence of Effectiveness                                                           This population includes students at risk of
The Advocacy Center is for students who                                                 failure or dropping their developmental
miss a class, are having difficulty with a                                              mathematics.
topic, or need strong, one-on-one analytic
tutoring. Essentially, the kind of support                                              The student outcomes being targeted
full-time instructors make available during                                             include a group of students who are ready
office hours.                                                                           to leave the sequence. This program
                                                                                        directly affects 10%-20% of our

                       Success of Advocacy Students as Compared to Overall Success in Developmental Math









                              Fall 02-03                   Fall 03-04                 Fall 04-05                    Fall 05-06
                                                                  No summer, success "C"

                                           Success "C" of students who used advocacy center           Overall success of developmental program

                                   NORTHWEST VISTA COLLEGE
                                            MATHEMATICS BRIEFING

developmental population through tutoring                                    for many at-risk students. Drop
or counseling students who wish to drop                                      Counseling is using techniques of
their mathematics class. Additionally, this                                  empathic listening and analytic problem
strategy indirectly supports success                                         solving to help students complete their
through training of new adjunct faculty,                                     coursework. This program is intended to
training all mathematics tutors, and                                         foster independence through a catch and
disseminating the culture of this                                            release mode of delivery, and is not a
institution’s mathematics program.                                           substitute for the classroom. This center
                                                                             reflects and broadcasts the culture of the
Lessons Learned                                                              NVC mathematics program.
Flexible counseling schedules with highly
trained tutors and advocates are necessary

                         Retention (Course Completers) for Advocacy Center and Developmental Math











                      Fall 02-03                   Fall 03-04                     Fall 04-05                     Fall 05-06

                            Retention of Students who Used Advocacy Center    Retention of Developmental Math (overall)

                                ST. PHILIP’S COLLEGE
                                 MATHEMATICS BRIEFING

Institution Profile                          mathematics course. Based on this
St. Philip’s College (SPC), a multi-campus   number, the developmental mathematics
institution of the Alamo Community           program is extremely critical to the overall
College District in San Antonio, Texas       success effort. If developmental education
was founded in 1898. It has undergone        were not available, this would hinder
monumental transformation, evolving          students’ ability to enroll and successfully
from parochial day school to industrial      complete college-level courses and, thus,
school to a fully accredited two-year        would hinder student graduations rates.
college offering a diverse curriculum.
With semester enrollments of                 Promising Intervention Strategies
approximately 10,000 students, SPC also      and Evidence of Effectiveness
has the unusual distinction of being a       Currently several interventions are taking
Historically Black College and a Hispanic    place:
Serving Institution.                         • Retesting Center for Developmental
                                                Mathematics Students
State of Developmental Education                With an emphasis on mastery learning,
Developmental education at St. Philip’s         the developmental mathematics
College is currently decentralized. The         students at SPC are allowed to “retest”
developmental mathematics program is            in areas that the student has not
housed in the Department of                     sufficiently mastered. Depending on
Mathematics/Computer Science/Business           the level of the developmental
Administration. The developmental               mathematics course, a student may be
writing program is housed in the                able to “retest” a minimum of two
Department of English and Speech. The           exams during the course of the
developmental reading program is housed         semester. A Retesting Center is
in the Department of Reading, Education,        designated on the SPC campus to allow
and Foreign Languages. The faculty has          students to come to retest at a time
spent a considerable amount of time             convenient to him/her. In order to
comparing the developmental mathematics         retest, students are required to perform
program to the college mathematics              test corrections and/or spend time in
program in order to align the curriculum        the tutoring lab. Maximum scores that
so that students can make the successful        can be earned in a retest setting are set
transition from developmental courses into      at 85.
college-level classes.                       • Learning Community of Allied Health
                                                Students Who Need Developmental
Institutional data suggest that students        Mathematics/Developmental
enrolled in developmental classes succeed       Reading/Developmental English
in subsequent college courses at a rate         Allied Health students are placed in
equal to those students not needing             cohort groups. The purpose of this
remediation. In reviewing cohort data for       learning community is to help these
Achieving the Dream students, it is noted       students gain the necessary skills for
that approximately 85% of incoming              entering their individual program of
students are referred to a developmental        study (nursing, radiography tech, etc).
                            ALAMO COMMUNITY COLLEGE DISTRICT

                                       ST. PHILIP’S COLLEGE
                                        MATHEMATICS BRIEFING

      The learning community is also                          mathematics program will create a new
      designed to help students gain the                      four-hour mathematics class that
      skills that will allow them to be                       requires 650 minutes of mathematics
      successful in their subsequent courses                  time on task in a mathematics lab.
      as well as to help them pass the                        Students will be required to attend the
      ACCUPLACER (which is the entrance                       lab at least one hour each week and
      exam into some of the programs) and                     perform a prescribed set of activities,
      to expose students to similar types of                  either paper/pencil or online homework
      problems they will encounter in their                   assignments. The work accomplished
      specific programs of study. Faculty in                  in the lab component will be the
      these three areas meet on a regular                     equivalent of one test grade
      basis to design curriculum for the                      (approximately 15% of the course
      learning community.                                     grade).
•     Piloting of One-Hour Lab Requirement                •   Changing Student Course Enrollment
      into the Developmental Mathematics                      after Census Date
      Courses                                                 After census date, students may request
      Based on CCSSE results that revealed                    to be changed from one course down to
      that 47% of SPC student spent five                      another because of difficulty with the
      hours or less studying outside the                      course material. Based on a pilot
      classroom, the developmental                            program, data suggest that students
                                                              increased their skill levels by at least
                                                              one course when using ALEKS
                                                              computer system.

    Intervention                                                     Evaluation
                   Target Population      Student Outcomes
                                                                                      Timeline / Data
Retesting          Developmental       Successful completion of   Data                Fall 2004
Center             Math Students       developmental              comparisons         Spring 2005
                                       mathematics; movement                          Summer 2005
                                       to college-level courses                       Fall 2005
Learning           Allied Health       Successful completion of   Departmental        Spring 2006
Community          students needing    developmental education    math final exam;
                   developmental       courses; acceptance into   similar testing
                   mathematics,        respective programs        measures as other
                   reading, and                                   classes
One-hour Lab       Developmental       Successful completion of   Data                In progress
Requirement        math students       developmental math         comparisons of      Fall 2006
(pilot)                                course; movement to        pilot courses and
                                       college-level courses      non-piloted
Changing           Developmental       Successful completion of   Data                Summer 2006
course             Math Students       Developmental Math         comparisons of
enrollment                             course; Student needs      Student success
after census                           addressed without          rates
date                                   affecting registration

                                  ST. PHILIP’S COLLEGE
                                   MATHEMATICS BRIEFING

Lessons Learned
Most of the aforementioned strategies are
in their initial stages. Data gathering and
analysis will determine whether these
particular strategies are effective in
building student success rates in
developmental mathematics.

                                 SAN ANTONIO COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                             Students who tested into all the
San Antonio College is located near             developmental courses—reading, English,
downtown San Antonio, Texas. It is the          and mathematics—are the targeted
largest community college in Texas with a       population. The mathematics course
fall 2006 enrollment of approximately 21,900    covers our three-semester sequence of
students. San Antonio College has a diverse     Introductory, Elementary, and
student body, consisting of large percentages   Intermediate Algebra in one 16-week
of Hispanic students, students who work, and    semester. The students are required to
students receiving financial aid.               enroll concurrently in a special semester-
                                                long orientation/study skills course, and a
State of Developmental Education                semester-long course that covers
At San Antonio College, developmental           developmental reading the first half and
education is decentralized, with the            developmental English the second half.
reading, English and mathematics                This means each student enrolls in 18
departments each structuring its respective     semester hours, 12 of which are
developmental courses.                          mathematics. The mathematics course
                                                meets for 14 hours per week. The contact
                                                time in excess of a three-hour course is
In the mathematics department, the same         devoted to learner-centered activities, not
curriculum committee analyzes curriculum        lecture.
for both developmental and college-level
courses. This ensures that the                  The student outcomes being targeted
developmental courses are designed for          include: (1) improvement of
alignment with college-level courses.           developmental mathematics productive
                                                grade rates and retention, (2) successful
Since developmental education in the            student progress through the
mathematics department at San Antonio           developmental sequence, and (3)
College is designed to prepare students for     successful student completion of College
successful completion of college-level          Algebra.
mathematics courses, student success in
developmental courses is crucial to our
                                                There is no departmental exam. The
efforts to improve overall student success
                                                instructor designs the exams and gathers
in mathematics.
                                                the data on course completion, retention,
                                                and student success.
Promising Intervention Strategies
and Evidence of Effectiveness
                                                Lessons Learned
One promising intervention strategy we
                                                The results so far in the mathematics
are pursuing in developmental
mathematics is an accelerated                   course have been promising. In fall 2005,
                                                11 of 24 students passed the entire
developmental mathematics sequence. The
                                                sequence with a C or better. Six of those
program began in fall 2005 and is in its
                                                students have since attempted College
third semester of implementation. The
                                                Algebra, and two have passed with a C or
number of sections offered has been
increased this semester.                        better. In spring 2006, seven of 16 students

                                  SAN ANTONIO COLLEGE
                                    MATHEMATICS BRIEFING

completed the semester with a C or better.      redefining the course commitment.
Four of those took College Algebra in           Because the number of students who
summer school and all four passed with a        initially test into all three developmental
C or better. Though the numbers are             disciplines is small, we are considering
initially low, the successful completion        offering the course to Basic Math students
rates are significantly better than the         recommended by their teachers. We are
completion rates of students who attempt        also considering offering the mathematics
the three semester developmental                course separate from commitments to
sequence in the traditional time frame.         reading and English.

Plans for the future of the pilot include
changing the targeted population and
                                           ALVIN COMMUNITY COLLEGE
                                                 MATHEMATICS BRIEFING

Institution Profile                                                                                  White 2,782
The following breakdown represents Alvin
Community College applicants and how                                                                 Africian American
many of those applicants actually                                                                    301
registered for fall 2006:
       New Applicants Total                     1,649                                                Native 12
       Actually Registered Total                1,233                                                Islander 79
       Transfer                                   597
       Transfer                                   365                                                Hispanic 907
       High School Grads                          569
       High School Grads                          436                                                International 15
       Dual Credit                                348
       Dual Credit                                337
       GED                                        113
       GED                                         82                           Age of             # of
       Individual Appr                             22                          Students         Students
       Individual Appr                             13                          Under 17             92
                                                                                  17               313
The following breakdown represents all of                                         18               449
our registered students for fall 2006:
                                                                                19-21             1,060
                                                                                22-24              568
                                                                                25-30              609
                                                                                31-35              327
                                                                                36-50              582
                                                           Female               51-64               93
                                                           Male                  65+                 3

                                                                      State of Developmental Education
                                                                      Our developmental education classes are
                                                                      decentralized. The classes are taught by all
                                                                      full-time and most of our part-time faculty.
  International    4                                                  We offer the students three presentation
                                                                      styles: lecture, computer-aided, and
  Out-of-state         44                                             Internet.

 Out-of-district                                        2135
                                                                      We believe the curriculum aligns the
                                                                      developmental and credit courses. As two-
     In-district                                 1913
                                                                      thirds of our students taking mathematics
                   0        500   1000   1500    2000          2500   classes are in developmental classes, we
                                                                      feel this is a key area in increasing both
                                                                      the retention and success of our students.
                             ALVIN COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Student success is measured by the            Lessons Learned
completion of an associate’s degree.          As we are in the first semester of our
                                              Achieving the Dream project, we are still
Promising Intervention Strategies             developing our intervention; therefore, it
and Evidence of Effectiveness                 has not been implemented. The reason we
At this time, we have two resources in        are attending this roundtable is to benefit
place to help developmental students: the     from those who have gone before and who
Academic Enhancement Center (AEC)             have had some success with their
and the Learning Lab. The AEC offers          interventions.
tutoring in English and reading. It offers
our students ways to improve study skills,
test-taking techniques, and time
management. To improve our students’
chances of success, we assess their
learning styles and help them create a
customized study plan and also suggest
methods for handling test anxiety. The
AEC works very closely with our
counseling center.

The Learning Lab has 30 computers with
Internet access to use for interactive
mathematics tutorials. Free mathematics
tutoring is available for developmental
mathematics courses and higher-level
courses. The Lab also hosts a testing
center for TBA courses and make-up
testing. Our computer-aided classes are
also taught here.

To evaluate progress, our Institutional
Effectiveness and Research people track
student progress through the
developmental sequence and the
gatekeeper courses, College Algebra and
Contemporary Mathematics.

We do require a comprehensive
department-written final exam to be at
least 25% of the semester average in all
developmental classes.
                              COLLEGE OF THE MAINLAND
                                  MATHEMATICS BRIEFING

Institution Profile                           of assessment tools come from tests and
College of the Mainland (COM) is a            quizzes. Additionally, the objectives of
community college located in Texas City,      Intermediate Algebra have been discussed
Texas serving the mainland area of            on a continuous basis with faculty who
Galveston County and beyond. The              teach both College Algebra and
demographics of the current fall              Intermediate Algebra to provide the
enrollment of approximately 3,900             necessary foundations for the College
students are 58% Caucasian, 17% African       Algebra curriculum.
American, 19% Hispanic, 6% Other. This
                                              Promising Intervention Strategies
population is comprised of 62% females
                                              and Evidence of Effectiveness
and 38% males.
                                              Supplemental Instruction (S.I.) is an
Our average student would be                  intervention strategy that was
characterized as a part-time, 26-year-old     implemented in the fall of 2005 for one
Caucasian female.                             Intermediate Algebra class. The S.I.
                                              information was not posted as a
State of Developmental Education              component of the class in the fall
                                              schedule, so students were not aware of it
COM’s developmental education program
                                              until the first day of class. Students were
is centralized with the developmental
                                              required to attend a one-hour session every
reading, writing, and mathematics
                                              Friday with our full-time tutor. In the
disciplines gathered into one
                                              session, students were required to take a
team/department that currently serves
                                              short quiz worth up to five points. The
1,032 combined students.
                                              quizzes were developed and graded by the
                                              full-time tutor, and the points were added
The Academic Success Team is comprised
                                              to the weekly quiz taken in class. The full-
of the developmental reading, writing, and
                                              time tutor attended the lecture class with
mathematics faculty members as well as
                                              the students, so that the concepts could be
one research analyst, two counselors, two
                                              explained consistently by the instructor of
tutors (one developmental mathematics;
                                              the course and the full-time tutor. In the
one developmental reading/writing), and
                                              spring, S.I. was extended to two
one program assistant. The team’s
                                              Intermediate Algebra classes. This time,
developmental mathematics area employs
                                              the S.I. component was listed in the
five full-time and one full-time temporary
                                              schedule, but one listed the time as To Be
developmental mathematics faculty
                                              Announced (TBA). S.I. has allowed us to
member and 16 developmental
                                              extend tutoring to more individuals
mathematics adjuncts.
                                              because it was a required component of
                                              the lecture class. Students were not
COM’s TSI Plan mandates developmental
                                              allowed to retake chapter tests if they
education for all full-time students with
                                              missed more than three S.I. sessions. S.I.
developmental needs, but students
                                              was initiated because students were
frequently circumvent the policy.
                                              succeeding at a higher rate when they used
                                              our tutoring facility, and it is one of the
Every developmental mathematics course,
                                              best practices in developmental education.
as well as College Algebra, gives a
departmental final exam and the majority
                               COLLEGE OF THE MAINLAND
                                   MATHEMATICS BRIEFING

The expected outcome is successful                  •   SI classes had a significantly
completion of the Intermediate Algebra                  higher pass rate than the other
course and to provide the foundations for               Intermediate Algebra lecture
the gatekeeper mathematics courses.                     classes.
                                                    •   SI classes had significantly lower
In the initial stages, the targeted group was           failure and withdrawal rates than
Intermediate Algebra, but we are in the                 other Intermediate Algebra lecture
process of extending it to other courses.               classes.

When the S.I. classes were compared to          Lessons Learned
the other Intermediate Algebra lecture          We determined that listing the
classes, the pass rate was higher. With         Supplemental Instruction and its actual
only two semesters of data, it is not fully     time in the schedule provided better
understood what role S.I. will play in          results. Students could plan their schedules
developmental mathematics over the long         to accommodate the one-hour session.
term. However, the information gathered         When TBA was listed for the
suggests that S.I. has provided some            Supplemental Instruction time, the only
promise in helping developmental                time that fit with the different schedules
mathematics students to be successful.          was one-hour before class or one-hour
                                                after class. This S.I. class was not as
The following table compares the two            productive, and the pass rate was much
Intermediate Algebra classes with the S.I.      lower than the other S.I. class. We believe
component with the other Intermediate           the time slot was part of the significant
Algebra lecture classes in the spring of        difference between the success rates of the
2006.                                           two S.I. classes. At this point, we would
Supplemental Instruction Grade                  like to expand S.I.; however, it is difficult
Distribution, Spring 2006                       to find qualified S.I. leaders, and the
                                                associated cost is a factor. We are trying to
                                                recruit students to serve as S.I. leaders, but
Grade    320 SI Classes       320 Lectures      finding dependable students who will be
ABC      **50.9 (27           **29.7 (55        available for a few semesters is a difficult
         students)            students)         task at a community college.
DF       *9.4 (5 students)    *18.3 (34
W        *37.7 (20            *50.8 (94
         students)            students)
I        1.8 (1 student)      1.0 (2
Note. * p < .05; ** p < .01
                                   MATHEMATICS BRIEFING

Institution Profile
The Community College of Allegheny             Semester               Math   Writing
County is the largest provider of              Fall 2001              75.50%    85.30%
educational services in Western                Fall 2002              81.50%    84.10%
Pennsylvania. The college serves a diverse     Fall 2003              78.60%    83.00%
student population that includes students      Fall 2004              78.70%    84.90%
with special needs. The enrollment for fall    Fall 2005              74.30%    85.50%
2006 is 18,441, and 13,288 full time
                                               Benchmark Fall 2004    80.00%    84.00%
equivalent students.

State of Developmental Education               A departmental or uniform exam across
                                               the multi-campus institution is necessary
Developmental mathematics courses are
                                               for identifying students’ needs, and
integrated in the mathematics department.
                                               assisting them to complete developmental
The courses in mathematics range from
                                               mathematics courses successfully.
developmental through differential
equation for transfer students. In addition,   A suitable rubric for assessments in order
career oriented mathematics courses are        to improve teaching and learning
offered.                                       outcomes should be developed.
The developmental mathematics sequence,
                                               Promising Intervention Strategies
MAT 080 (arithmetic fundamentals) and
                                               and Evidence of Effectiveness
MAT 090 (algebra fundamentals) are in
alignment with other credit courses. The       First, we performed an item analysis of the
department completed a college-wide            final exams from MAT 080 (Arithmetic
course assessment for MAT 080 in spring        Fundamentals). We collected a summary
2006, and the outcome is currently being       of the opscan summary sheets for every
analyzed.                                      section of MAT 080 from the spring 2006
                                               semester and identified the most
Student success is measured by the percent     frequently missed questions. The analysis
of students receiving an A, B, C, or P in a    is done by looking at those questions
college-level mathematics or English           missed by more than one-half of the
course within one year of successfully         students. The idea was to make faculty
completing the final course in a               teaching this course in the future aware of
developmental sequence. Success in first       the topics and concepts that give our
college-level mathematics courses has          students the most difficulty. The
declined since fall 2002 and is below the      instructors will modify/improve the
national benchmark. English success has        teaching of these topics in the future so
remained stable over the last five years       that student learning improves.
and is at the national benchmark.
                                               The second item will be the assessment in
                                               MAT108 (Intermediate Algebra,
                                               gatekeeper course) for the 2006-2007
                                               academic year. The following rubric will
                                               be used.
                                    MATHEMATICS BRIEFING

Members of the mathematics faculty from           At the end of the semester, the same group
all four campuses (including adjuncts) will       will design two additional questions on the
be asked to volunteer for the assessment.         same objective for inclusion on the final
(Already, several members of the faculty          exam. Again, the student responses will be
have agreed to participate.) A committee          copied and submitted before grading and
consisting of some/all of those who               the same subcommittee will again apply
volunteer will write two questions for the        the rubric, meet to discuss the scoring, and
unit exam in which the topic falls and all        determine if the objective is met
will include these questions verbatim on          satisfactorily.
their exams. Faculty will copy the student
responses to these questions before scoring       Students who were/are enrolling in the
the exam for their own class record.              developmental mathematics courses, MAT
Depending on the number of submissions,           080, MAT 090, and MAT 108.
a statistical sample of the artifacts will be
selected for the assessment project.

Category       Math Concepts           Math
2 Points    Algebraic work shows    No
            complete                mathematics
            understanding of the    errors
            concept use to solve
            the equation
1 Point     Algebraic work shows    One
            moderate                mathematics
            understanding of the    error
            concept used to solve
            the equation
No Points   Algebraic work shows    Two or
            little or no            more
            understanding of the    mathematics
            concept used to solve   errors
            the equation

A subcommittee of this participating group
will agree on an acceptable score for each
question (probably 3 out of a possible 4
points) and an acceptable percent of the
artifacts that should meet that score. The
subcommittee will then independently
apply the rubric and meet to determine
their consistency in scoring the artifacts. A
written report of the findings will be
submitted to all participants and the
faculty liaisons at each respective campus.
                                  COMMUNITY COLLEGE OF BEAVER COUNTY
                                                        MATHEMATICS BRIEFING

Institution Profile                                                       Math Skills (our lowest level of
The Community College of Beaver                                           developmental mathematics) into three
County (CCBC) is located in                                               one-credit courses (5 weeks each): (1)
Southwestern Pennsylvania. The following                                  whole numbers and fractions; (2)
figures show the full-time/part-time and                                  decimals, ratios, percents; and (3)
racial/ethnic composition of the college.                                 geometry, statistics, signed numbers, Intro
                                                                          to Algebra. The targeted population is all
                                                                          students who test into Improvement of
                        Full Time   Part Time
                                                                          Math Skills

                                                                          Student outcomes that the college expects
                                                                          to impact with this intervention strategy
            Part Time                       Full Time                     are:
              50%                             50%
                                                                             •   Students bored with adding,
                                                                                 subtracting, multiplying, and
                                                                                 dividing whole numbers may drop
                                                                                 out because they think they know
                                                                                 the entire course. This intervention
      80                                                                         will help place students into a
      60                                                                         developmental mathematics area
      40                                                                         that will help them. Students will
      20    7
                    1         2       5                     8                    then successfully complete one,
       0                                                                         two, or three credits in
                                                                                 Improvement of Math Skills and












                                                                                 continue on to complete three







                                                                                 credits of Fundamental Algebra


                                                                                 (our 2nd level developmental

                                                                                 mathematics course).
A distinctive characteristic is that 75% of
our students receive some form of                                            •   Many of these students will then
financial aid.                                                                   go on to complete either College
                                                                                 Algebra or Statistics. (possibly two
State of Developmental Education                                                 gatekeeper courses).
Developmental education is integrated at
the college; however, there is no alignment                               No departmental exam is offered.
of developmental and credit course                                        However, Improvement of Math Skills, (3
outcomes and assessments. Developmental                                   credits) has six tests and 12 graded
education is very critical to the overall                                 assignments and each one-credit course
student success effort.                                                   will have four graded assignments and two
                                                                          tests. Intervention strategies are in the
Promising Intervention Strategies                                         planning stages.
and Evidence of Effectiveness
A planned intervention strategy is to                                     Lessons Learned
divide the three-credit Improvement of                                    CCBC is in the planning stages.
                           BIG BEND COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile
Located in central Washington State, Big      At Big Bend Community College,
Bend Community College (BBCC) is one          developmental education is very critical to
of the smallest community colleges in         the overall student success effort. During
Washington, serving a rural district of       fall quarter 2006, approximately 88% of
4,600 square miles with a population of       the students who took the mathematics
approximately 96,000. Fall 2005               placement test (the mathematics and
enrollment was 2,522 head count (1667         English placement tests are required for all
FTEs) with 54% of the students in             entering BBCC students) placed below
academic courses (includes                    college-level mathematics (into
developmental). Forty-two percent of the      intermediate algebra or below), while 79%
students are students of color. The average   of the students placed in elementary
student age is 29.                            algebra or below.

State of Developmental Education              Developmental courses are essential to
                                              skill building and provide a pathway into
Development education is integrated into
                                              college-level courses, especially those
the college’s organizational structure as
                                              courses that require mathematics
                                              prerequisites. These courses help build
                                              foundations for success and are
The lowest level mathematics course           fundamental to life pursuits, self-
taught at BBCC is MPC (MPC denotes            sufficiency, parenting, and successful
pre-college mathematics) 080 Basic            entry into chosen careers.
Mathematics. This course is taught by one
of our full-time tenured instructors who      Promising Intervention Strategies
teaches that particular developmental         and Evidence of Effectiveness
mathematics course plus English classes       All BBCC students who enroll in a degree
below college level. She is also the chair    program must take the mathematics and
for our Developmental Studies Division.       English placement tests. In 1995, the
All other developmental mathematics           BBCC mathematics department observed
courses come under the scheduling of the      a high attrition rate for students enrolled in
Math/Science Division and are taught by       MPC 095 and MPC 099 courses.
tenured full-time mathematics instructors     Concerned about student success, we have
and adjunct instructors. BBCC tenured         adopted an alternative mathematics route
mathematics instructors teach college-        for non-successful students. Students who
level and pre-college-level mathematics       have demonstrated extreme mathematics
courses. The Math/Science Division is         difficulty on the competency exam in the
supervised by the Dean of Arts and            two quarter MPC 095 – MPC 099
Sciences who works with the chair to do       sequence and have not earned a passing
the course scheduling.                        grade may enroll in MPC 091 – MPC 093
                                              if they have instructor permission. This
Placement testing for mathematics is          three-quarter sequence offers the same
conducted by the Math/Science Division,       topics and objectives covered on the
and placement testing for English is          competency exam with a comparable
conducted by the Developmental Studies        degree of difficulty, just paced slower than
                            BIG BEND COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

the MPC 095 – MPC 099 courses. The             MPC 093 addresses different learning
mathematics department has assessed the        styles, emphasizing experimental
competency based exam results (need a          approaches in activity learning, hands-on
score of 65% or better in order to enroll in   activities, dealing with more than one
the next class).                               approach to solving a problem, and
                                               encouraging lifelong learning.
Lessons Learned
Since 1995, the BBCC mathematics               Since 2003, the mathematics department
department has observed that those             has realigned the placement test to reflect
students who enroll in the MPC 091 –           the ERL’s with our local school districts.
MPC 093 sequence are able to complete          Due to this initial assessment, the
the mathematics sequence that they could       department is now implementing a
not complete previously. The MPC 091 –         competency exam in MPC 080.
                                  BRAZOSPORT COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                             transitional education program and
Brazosport College, located in Lake             implementation began in the fall of 2006.
Jackson, Texas, enrolls approximately
4,000 credit students each semester and         Key features of this program include:
serves approximately 28,000 students            • A centralized program that will
annually in degree and transfer programs,         coordinate all initiatives of the plan.
community education, and business and           • Faculty teaching both transitional and
industry training. Brazosport also offers         college-level courses to ensure the
students baccalaureate degrees in business        alignment of transitional and college-
and technology management.                        level course outcomes
State of Developmental Education                • A learning skills initiative featuring a
Currently, Brazosport College is entering a       learning framework course, seminar
period of drastic transition in                   offerings, and online modules to
developmental education, termed by the            support leaning skills development.
institution as Transitional Education.          • Enhanced and expanded tutoring
Historically, the institution offered             services centered on comprehensive
students transitional education courses in        training for all tutorial staff.
reading, writing, and mathematics. The
program has been decentralized, with            • A goal attainment initiative that will
courses taught by faculty in the                  pair faculty with first semester
mathematics and English departments.              transitional students designed to
Students are supported by a free tutoring         identify their purpose for education and
program offered in the college’s learning         potential barriers to success.
assistance center. This model, while            • Professional development for faculty
effective for some students, was not              and staff that will support and
meeting the holistic needs of our diverse         encourage active learning and the
learners. While academic needs were               attainment of student learning
being addressed in the classroom, the             outcomes.
program was not addressing needs in
learning skills development, learning           • Comprehensive course and program
disabilities, student focus, and professional     outcomes assessment to identify and
development.                                      improve curriculum, instruction, and
                                                  support services.
Promising Intervention Strategies
and Evidence of Effectiveness                   Since a majority of incoming students
In spring 2004, Brazosport College began        require some form of transitional
work on its Quality Enhancement Plan            education, Brazosport College has
(QEP) as part of its reaffirmation of           assigned the highest priority to this plan.
accreditation process. After much input         The college has committed considerable
from the college community, it became           financial and human resources to this
clear that transitional education should        QEP.
become the focus of this work. Since then,
the institution has been designing a new        After full implementation is achieved in
                                                the 2007 academic year, Brazosport
                                 BRAZOSPORT COLLEGE
                                  MATHEMATICS BRIEFING

College will begin comparing outcome             and not view initiatives as just an
assessment data to baseline data gathered        administrative exercise designed solely
from past years. The institution expects         to fulfill a requirement.
improvement in the following:
                                              • Input from students is often more
                                                 crucial than input from employees.
• Grades earned by transitional learners         Their needs must be the centerpiece of
  in college-level courses by improving
                                                 the plan.
  preparation for college-level work.
                                              • Extensive planning and attention to
• Demonstration of content knowledge in         detail is a must when creating new
  transitional mathematics, reading, and        governance and funding structures
  writing courses                               inside existing programs within the
• Learning skills sufficient for success in     institution.
  college-level work.
                                              • The timeline designed for any plan
• The percentage of students who have           implementation needs to be steady but
  met student-learning outcomes in each         bridled so faculty, staff, and students
  transitional education course                 are not overwhelmed with new ways of
  (mathematics, reading, and writing)           doing business.
• The sufficiency and utilization of
  support services to improve student         With a renewed commitment to
  achievement of learning outcomes            transitional education, Brazosport College
  (Learning Assistance Center: tutoring,      looks forward to these changes and the
  software, asynchronous learning             implementation of the QEP. We hope to
  modules, and the library)                   report successful outcomes in the years to
                                              come and share with and learn from other
• Data collection methods and the use of      institutions also striving for improved
  data to improve student learning            transitional education.
• Professional development to support
  the outcomes of the Transitional
  Education Program

Lessons Learned
Even though this plan is still in the early
stages of implementation, faculty and staff
at Brazosport College have faced
unexpected challenges and have learned
the following:

• Broad-based communication
  throughout the college community is
  critical in both the development and
  implementation phases of the plan.
  Faculty must have a stake in the plan
                                        BROOKHAVEN COLLEGE
                                           MATHEMATICS BRIEFING

Institution Profile                                            All nine full-time faculty members teach
Brookhaven College is located in Farmers                       both developmental mathematics and
Branch, Texas, and has an enrollment of                        mathematics courses. Typically, each
approximately 10,000 students.                                 faculty member teaches at least three
                                                               developmental mathematics courses per
                                                               academic year.
 80%                                     77%

 70%                                                           Because of this departmental organization,
 60%                                                           the faculty has been able to design a
                                                               curriculum that aligns developmental
 30%                 23%
                                                               mathematics with the gatekeeper
 20%                                                           mathematics course, College Algebra.
                   Full Time           Part Time
                                                               The departmental philosophy is that
                                                               mastery of the content of our
                                                               developmental courses is a major indicator
                                                               of success in the gatekeeper course.
                                                               However, we hold that in addition to
                                                               content mastery, study and learning skills
             40%                                               are also a major part of what needs to be in
                                                               place before the student attempts college-
                                 60%                           level work.

                                                               Promising Intervention Strategies
                                                               and Evidence of Effectiveness
                                                               There are five levels of developmental
                                                               mathematics at Brookhaven College. For
                      3%                                       simplicity, we will refer to them as DMAT
                                                               I, DMAT II, DMAT III, DMAT IV, and
                                            Caucasian          DMAT V. Departmental Final Exams are
                                            African American
                                                               offered in all developmental mathematics
                                            Asian              courses and in College Algebra. Students
                                                               place into these courses based on an
             22%                                               Accuplacer score. Generally, once
                                                               students place into one of the DMAT
                                                               courses, they must complete the DMAT
State of Developmental Education
                                                               Linked Classes: During the past two years,
Developmental mathematics at
                                                               the department has offered eight-week
Brookhaven College is fully integrated
                                                               linked courses. These include, DMAT
into the Department of Mathematics.
                                                               I/DMAT II, DMAT II/DMAT III, DMAT
There is no distinction among faculty
                                                               IV/DMAT IV, DMAT IV/College
members’ titles (that is, no one is
                                                               Algebra, and DMAT II/DMAT III/Human
designated instructor of developmental
                                                               Development. This last combination
mathematics or instructor of mathematics).
                                 BROOKHAVEN COLLEGE
                                   MATHEMATICS BRIEFING

requires students to enroll in the two eight-   learners. Online education is relatively
week developmental mathematics                  new to the department and the statistics are
sequence and a “first year in college”          inconclusive.
course. A full-time mathematics faculty
member is a guest speaker on one day of         MyMathLab is being used in one or two
this course, where such issues as studying      sections of the DMAT courses. The use is
for mathematics, taking notes in a              primarily as a method of grading
mathematics course, taking tests, and           homework and making students
overcoming mathematics anxiety are              accountable for self-efficacy. Again, this is
discussed.                                      a new development and the data as of yet
                                                are inconclusive.
These courses meet every day, as opposed
to twice a week as with the traditional 16-     This semester, adjunct faculty who teach
week courses. The inspiration for this          developmental mathematics courses have
strategy was the statistics that suggest        been encouraged to sit in on other
students perform at a higher level when         developmental courses and/or the
more time is spent on task. This is             gatekeeper courses whenever possible.
evidenced in the higher success rate that is    This encourages further alignment of the
observed in the five-week summer terms.         curriculum.

The DMAT II/DMAT III combination is             Lessons Learned
the one that has been running the longest.      The biggest lesson learned has been that
Data suggest about a 20% increase in            implementation of strategies takes at least
successful completions. Data are as of yet      a semester of planning if they are to have a
inconclusive concerning the other               chance of being successful and
combinations.                                   measurable. In some cases, as in the linked
                                                courses and the courses utilizing
Online Courses: The department has              MyMathLab, marketing of the courses to
increased the number of online course           the student body and academic advisors is
offerings. The target audience here are         essential.
those students who are independent
                             BROWARD COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

Institution Profile                              successfully complete the developmental
Broward Community College is a multi-            mathematics sequence.
campus institution in Broward County,
Florida, serving a diverse population of         Promising Intervention Strategies
approximately 60,000 students each year          and Evidence of Effectiveness
and a fall enrollment of about 35,000            The Mathematics Department has
students. The racial/ethnic makeup of the        implemented several student success
institution is roughly 1/3 White Non-            initiatives for our developmental students.
Hispanic, 1/3 Black Non-Hispanic, and 1/3        Most recently, the Vice President of
Hispanic. All entering students require          Academic Affairs charged the Mathematics
some level of developmental education.           Department with implementing a success
                                                 strategy focused on the use of the Math Lab
State of Developmental Education                 and the learning outcomes of our
The developmental mathematics program            developmental students during the 2005-
at Broward Community College is housed           2006 academic year. Consequently, six
in the Mathematics Department. If a              faculty members designed and piloted
student’s College Placement Test (CPT)           concept-based modules for use in the Math
score places him/her at the first level of our   Lab and for building our students’
college preparatory courses, he/she must         mathematics skills. These modules include
earn a C or better in MAT0012 Pre-               worksheets, hands-on activities,
Algebra/Developmental Arithmetic to              manipulatives, and interactive seminars
progress to MAT0024 Elementary/College           using hand-held clickers (remote devices
Prep Algebra. Once enrolled in MAT0024,          used to respond during lessons).
a student must then satisfactorily meet the
course requirements in addition to passing       Lessons Learned
the State Exit Exam. If a student                Because of this initiative, faculty members
successfully completes MAT0024 with a C          reported that more time in the classroom
or better, he/she is eligible to enroll in       with the students is needed in addition to
MAT1033 Intermediate Algebra, the last           academic support for developmental
course of the developmental sequence.            students while away from the classroom.
Once a student successfully completes            Ways in which this can be accomplished
MAT1033, he/she is ready to enroll in            include expanding the use of concept-based
college-level coursework. Currently, a new       modules and interactive online resources.
policy allows students to retake the CPT
and potentially enroll in a higher-level         We have already begun to enhance what we
course.                                          do for our developmental students. Because
                                                 of the success of the Skill Builder
The developmental mathematics program is         worksheets, they are now available online
critical to the success of our students.         for our MAT0012 students. Moreover, we
Evidence shows that students who                 have three faculty members who are
successfully progress through the                reviewing our success initiatives and are
developmental sequence perform as well as        researching best practices around the
or better than their college-ready peers in      country with hopes of implementing these
college-level courses. Our aim is to             strategies for our developmental
improve the number of students who               mathematics students.
                                   MATHEMATICS BRIEFING

Institution Profile                             developmental level teaching, unlike those
Central New Mexico Community College            at many institutions, who teach the whole
(CNM), in Albuquerque, is New Mexico’s          range of math courses offered out of a
largest community college and the second        centralized math department.
largest post-secondary institute in the
state, with a total enrollment of about         Some of the largest course offerings in the
24,000 students at four campuses. It is a       college are in Developmental Education,
comprehensive community college thay            and among DE courses, the majority
offers an array of over 50 vocational and       offered is in Math; in fall 2006, 251
technical programs. (        sections of Developmental Math were
                                                offered, with an average class size of 17
State of Developmental Education                per section. An unusual fact is that CNM
                                                does not charge tuition for its
Developmental education at CNM is well
                                                developmental education, adult education,
integrated into the institution. Entering
                                                or occupational courses. This is made
students take a placement test
                                                possible by the support of the community.
(Accuplacer) that places them according to
                                                (Tuition is charged for all college-credit,
mandatory, enforced prerequisites for
                                                transferable courses.)
courses including Math 120 (Intermediate
Algebra), English 101 (Composition and
Rhetoric), Chemistry 111, and other             Promising Intervention Strategies
courses in high demand. Of the incoming         and Evidence of Effectiveness
high school graduates, 83% test into at         At CNM, initiatives related to Achieving
least one developmental course. In some         the Dream are targeting first time
recent retention reporting, the best fall-to-   freshmen who test into two or more
spring retention was for students who took      developmental courses. A variety of
some developmental education combined           intervention strategies are in place
with some regular education courses             currently; rather than focus on one, I will
during their first term (72.9%), as opposed     list and briefly describe them to give a
to 56.5% for those who took all                 sense of the many ways CNM seeks to
developmental courses and 53.9% for             impact course completion, graduation, and
those who took none their first term. A         overall student success. Many of these
higher percentage of Hispanic (36.5%) and       intervention strategies are systemic and
Native American (36.6%) students are            not specific to developmental math.
enrolled in all developmental courses their
first term than are White (22.7%) students.     One that is course-specific is our Early
                                                Alert Project which is being pilot tested
Developmental Education is offered              this fall in Math 100A and English 100
through the Department of Educational           (both identified as “gatekeeper” courses.)
and Career Advancement (ECA), which             The participating instructors fill out an
also is the department offering Adult           online form when they believe a student
Education and which has just begun work         needs some extra support. The referrals
on offering general studies degree              can be based on academic performance,
programs. While developmental education         classroom behavior, or the need for
is well integrated into the college, faculty    student services support (financial aid,
members in ECA are specialists in               books, transportation, etc.). When the
                                   MATHEMATICS BRIEFING

referral is received, an administrative         Lessons Learned
coordinator reviews the referral and then       Learning Communities, paired courses that
forwards it to the appropriate parties. For     facilitate the development of connections
instance, if an instructor reports low-test     with other students and faculty and which
scores, the referral is sent to our             may accelerate academic progress, have
department’s tutoring supervisor, Carmen        been piloted in various combinations
Weger, for tutoring support. If the referral    within ECA but none have yet become
indicates poor attendance, it is sent to our    regular offerings since a consistent pattern
department’s achievement coach, Ann             of success has not been apparent yet.
Lynn Hall, for achievement coach support.       Efforts to pair courses across department
The responsible parties contact the             lines (e.g., between faculty in credit-
students to begin the intervention process.     bearing departments such as Math,
Every contact with the students is being        Science and Engineering or vocational
documented and followed up on. Each             departments such as Applied Technologies
participating instructor also has a control     pairing with developmental faculty) are
class that is not receiving the Early Alert     underway. Given the retention results
support. At the end of fall semester, we        indicating that a combination of
will compare student retention and success      developmental and other courses
data between the control classes and the        correlates positively with improved
pilots.                                         retention, we hope to find improved
                                                student success from such pairings.
The Achievement Coaches, as mentioned
above, are available in each of the             This fall, the developmental math faculty
instructional divisions to assist and support   in ECA is beginning a yearlong review of
students to work toward their goals. These      our curriculum, which includes courses in
coaches provide support to help students        basic math and introductory algebra in a
utilize the resources available at CNM and      multi-course sequence. Also, we are
in the community                                surveying the faculty to compile a current
(            picture of the diverse teaching practices by
Our large department is fortunate to have       faculty members, including uses of group
two achievement coaches, who are                work, assessment practices, uses of
assisted by work-study students serving as      technology, active learning strategies, etc.
peer mentors.                                   Also, our developmental courses are
                                                offered in different formats, including
Tutoring assistance for most academic           collaborative (lecture with group work),
subjects is available free of charge at all     self-paced, project-based, and distance
CNM campuses and on-line.                       learning. We offer a number of short
Developmental Education in ECA has its          courses including Reducing Math Anxiety,
own tutoring resources which offer              Calculator Use, and some new intersession
tutoring support specific to the                classes that pair learning basic math skills
developmental courses we offer. The             with construction skills.
learning centers are staffed by certified
professional tutors.                            Evaluation techniques focus on
                                                determining improved retention and
                                                graduation rates. A departmental final
                                  MATHEMATICS BRIEFING

exam is used in each of our courses, and
this final measure is one that is used as a
measure of success in the course. We also
have been tracking next-level outcomes
for many of our courses over at least the
past ten years. Next-level success data
(e.g., indicating whether students who
took our introductory algebra course are at
least as successful in the intermediate
algebra course as those who tested into the
intermediate course initially) is examined
frequently and used as a measure of our
success as a department.
                                                        COASTAL BEND COLLEGE
                                                            MATHEMATICS BRIEFING

Institution Profile                                                            transfer courses. This ensures that the last
Coastal Bend College has four campuses                                         developmental course and first transfer
and fall 2006 enrollment of 2,515 students.                                    course are vertically aligned.

                                                                               Across the country, a high percentage of
                                                                               freshmen entering community colleges
                                                                               must enroll in at least one developmental
                                                                               course, with the majority of these students
                                                                               requiring remediation in mathematics.
                                                            African American
                                                                               Given the large numbers participating in
                                                            Hispanic           developmental education, the success of
        2053                               114                                 developmental education programs will be
                                                                               instrumental for the effectiveness of
                                                                               community colleges in expanding access
                                                                               to higher education. CBC is dedicated
                                                                               fully to its mission, vision, strategic plan,
                                                                               and resources for improving the success of
                                                                               its students.
                                                                               Promising Intervention Strategies
                                                                               and Evidence of Effectiveness
               63.1                                                            The Achieving the Dream pilot focused on
                                                                               “opening the gate” by using supplemental
                                                                               instruction in two Math 0322 classes and
                                                                               for one Math 1314 class. In Math 0322,
                                                                               two hours of supplemental instruction
                                                                               were added to the current one-hour lab. In
                                                                               Math 1314, a three-hour mathematics lab
 2000                                                                          is now required. Additionally, the
 1500                                                    1313
                                                                               following were part of the intervention:

                                                                               • An instructor and peer tutors were
                                                                                 provided in QEP classes, as well as
                                                                                 instruction in time management and
   0                                                                             study skills and an orientation to CBC
         Part-time (less than 12 hours)                 Fulltime                 resources.
                                                                               • In addition, mathematics advising and
State of Developmental Education                                                  mathematics tutor training were
Developmental reading and English are
housed in the Preparatory Studies                                              • Faculty training was significantly
Department. Developmental mathematics                                            increased.
is housed in the Mathematics Department.
                                                                               • A consultant was hired to evaluate the
Part of our assessment process is a
placement test at the end of Intermediate
Algebra to measure student readiness for
                                COASTAL BEND COLLEGE
                                   MATHEMATICS BRIEFING

In fall 2005, we treated two Math 0322         Lessons Learned
classes and one Math 1314 class. In spring     • Demanding lifestyles (work and
2006, we expanded the intervention               family) are the primary reason students
strategy to all but one class of Math 0322       do not experience success. Our
and Math 1314 at the Beeville campus.            intervention carves out extra time on
This semester the treatment has been             task.
expanded to all Beeville and Alice Math        • Active teaching and learning styles are
0322 and 1314 classes. We are ahead of           most effective. Attention span on
schedule as per the Achieving the Dream          average is 20 minutes. Math faculty
work plan.                                       have trained extensively and work very
                                                 hard to vary classroom activities.
The following changes are being                • “Math anxiety,” “13th Grade
considered based on evaluation:                  Syndrome,” and lack of knowledge
                                                 about how college works can seriously
• Implanting a nationally recognized             impede our students’ success. Our
   tutor training certification program,         intervention works to inform and
• Alternative designs for developmental          empower our students.
• A review of placement scores,
• An item analysis of the department
  exam, and
• Rescue program to “catch” struggling
Students are mostly developmental
students with weak mathematics skills.
The majority of College Algebra students
require remediation before taking the
class. Many are low-income, first-
generation, and minority.

CBC hopes to improve student-learning
outcomes resulting in student success with
traditional gatekeeper courses.
The strategy was benchmarked spring
2005 and implemented fall 2005. Visit our
QEP/Achieving the Dream website:
                           CUYAHOGA COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                             specific student success course while
Cuyahoga Community College is a multi-          concurrently enrolled in a companion
campus institution serving Cuyahoga             entry-level developmental mathematics
county and the Greater Cleveland area of        course. A special topics mathematics
Northeast Ohio. In fall 2006, almost            course was developed and implemented in
26,000 full- and part-time students were        fall semester 2005. This two-credit,
served at its three campuses. Special           discipline-specific student success course
populations beyond the typical diversity        with supplemental mathematics instruction
found in an urban setting include a sizable     was taught by faculty in the mathematics
community of ELS students.                      department each semester following. For
                                                the first two semesters, scholarship
State of Developmental Education                funding was provided to cover the cost of
                                                both tuition and course materials of this
Developmental mathematics is integrated
                                                special topics class. Beginning fall 2006,
into the offerings of the mathematics
                                                students bear the cost of both tuition and
department with most faculty teaching a
                                                materials. The number of course offerings
mix of developmental mathematics and
                                                has grown from two in fall 2005 (at one
college transfer-level courses. The
                                                campus) to seven in fall 2006 (at all three
developmental mathematics outcomes are
well aligned with the credit courses for
which these courses serve as prerequisites.
                                                The targeted population for this course
                                                was students testing into the two lowest
Eighty-five percent of students entering
                                                levels of developmental classes. Students
CCC test into a level of mathematics that
                                                enrolling in the special topics class must
requires at minimum of one semester of
                                                also be enrolled in a companion
developmental mathematics prior to
                                                developmental mathematics class. The
entering into a program or degree
                                                desired student outcome is successful
mathematics requirement. Without success
                                                completion of the current companion
in the developmental mathematics course,
                                                mathematics class as well as persistence in
students are unable to complete a degree
                                                the completion of all necessary
or certificate program. In considering the
                                                developmental courses with progress and
data gathered around Achieve the Dream,
                                                eventual success in college-level
it was found that students who complete
                                                mathematics courses.
one college-level mathematics course are
four times as likely to graduate than
                                                Because the student may be enrolled in
students who did not complete a college-
                                                any number of different sections of
level mathematics course. It is critical then
                                                developmental mathematics (with different
to use these developmental classes to
                                                instructors) while enrolled in a single
ensure students master the skills necessary
                                                section of the special topics class, it was
for success in a college-level mathematics
course.                                         somewhat challenging to develop an
                                                evaluation of the results. Comparisons
                                                were made using two groups of students—
Promising Intervention Strategies
                                                those enrolled in the special topics class
and Evidence of Effectiveness
                                                AND any section of the companion
CCC’s intervention strategy is for a            developmental class and those students
student to be enrolled in a mathematics-
                          CUYAHOGA COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

enrolled in any of the companion              Lessons Learned
developmental class sections whose            The key lesson learned in implementing
students included at least one student        this intervention strategy was
enrolled in the special topics class. The     communication to the college community
success rates in the developmental class of   at large. As the special topics course was
these two groups of students were then        moved forward to become a permanent
compared. Results were collected for fall     course in the mathematics department,
2005 and spring 2006.                         concerns from the counseling department
                                              began to surface. The concerns centered
                                              on whether the special topics class was
                                              different from the general studies class
                                              which is offered by the counseling
                            DANVILLE COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                             Therefore, DCC has seen an increase in
Danville Community College, located in          nontraditional students, many of whom are
Danville, Virginia, is an 86-acre institution   unprepared for college, thereby increasing
of higher education serving the City of         the demand for developmental
Danville, Pittsylvania County, and Halifax      mathematics.
County. The total population of DCC’s
service region is 144,281 (U.S. Census          DCC has several developmental
Bureau, 2004 Census). DCC has 4,216             mathematics interventions, some of which
students taking credit courses. Enrollment      have been in place for quite some time,
by gender includes 61% female and 39%           with a few being relatively new to our
male. The population is made up of 35%          campus. The interventions include the
African-American, 63% Caucasian, and            following:
2% other minority.
                                                • MTH 1 Courses
State of Developmental Education                Both basic arithmetic and basic algebra are
Our developmental education is integrated       normally one-semester classes. MTH 1
within our curriculum programs at DCC.          courses were designed by dividing the
The students work to strengthen their           traditional semester into two semesters and
mathematical skills to prepare them for         covering the material at a slower pace.
future credit courses while working on          This option is geared toward the weaker
other required courses. The developmental       developmental mathematics students and
classes serve as prerequisites for credit       was implemented many years ago.
courses if the student does not demonstrate
proficiency on the Compass placement            The evaluation technique has been to
test. The developmental classes are critical    compare pass rates with other
to overall student success. They not only       developmental mathematics courses. The
build the necessary foundation needed for       same department-wide test, retest, and
future courses, but can aid in strengthening    exams used in the two-semester course are
a student’s organizational and study skills.    used in the one-semester course. Studies
Overall, developmental courses can be a         have shown that students in the MTH 1
major component of getting a student            courses have a higher pass rate for Part 1
“ready for college.”                            of each course, but the success rate for
                                                Part 2 declines and is about the same as
Promising Intervention Strategies               the success rates for students taking the
and Evidence of Effectiveness                   entire course in one semester.
The service region of DCC has suffered a
                                                • Learning Communities
tremendous rise in annual unemployment
                                                The Learning Community is a strategy
due to plant closings in recent years with
                                                initiated by Achieving the Dream. A
many more expected in the near future.
                                                learning community consists of a group of
The Danville metropolitan area, which
                                                students who share a common theme. The
includes Danville and Pittsylvania County,
                                                developmental learning communities are
was just ranked 361st out of 366 U.S.
                                                comprised of our least prepared students.
communities in unemployment rate. Many
                                                The goal of this strategy is to increase the
displaced workers are taking advantage of
                                                percentage of students of color, low-
the Trade Act to come back to school.
                           DANVILLE COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

income students, and first-generation         LC passed the course with an S (n =56 of
students who advance from developmental       92)
mathematics to the next level of
mathematics in their program of study.        • Tutoring
                                              Tutoring was provided to the fall 2005
We are working diligently to increase         learning communities, but there were no
student performance in developmental          associated external consequences or
mathematics by increasing the availability    rewards. Students did not take advantage
of tutoring and supplementary instruction     of free tutoring. In fall 2006, mandatory
such as computer-assisted lab classes. The    tutoring based on test grades and
goals set in fall 2005 include the            coordinated by the instructor and tutoring
following:                                    center coordinator was put in place, with
                                              both rewards for tutoring session
• Increase the percentage of students of      attendance and consequences for missing a
   color who advance from                     tutoring appointment in place for
   developmental mathematics to college-      developmental mathematics. If a student
   level mathematics from 2% to 20%.          makes below 75% on a test, the student is
  Fall 2005 to spring 2006: 9% (n= 8 of 93)   required to go to the Tutoring Center and
                                              schedule tutoring in Math 2 prior to the
• Increase the percentage of low-income       next Math 2 class meeting. The student is
   students who advance from                  to bring the tutoring schedule to the Math
   developmental mathematics to college-      2 instructor, who will collaborate with the
   level mathematics from 7.8% to 20%.        Tutoring Center Coordinator on the
  Fall 2005 to spring 2006: 7% (n= 7 of       student’s progress.
                                              • Title III/Modular Format
• Increase the percentage of students of      In October 2004, DCC received a five-
   color who complete a college-level         year grant form the U.S. Department of
   mathematics course with a grade of C       Education to redesign its developmental
   or better from 50% to 65%.                 education program. The funds are through
  Fall 2005: 42% (n= 5 of 12)                 the Strengthening Institutions Program,
  Spring 2006: 77% (n= 10 of 13)              authorized under Title III, Part A of the
                                              Higher Education Act of 1965, or “Title
• Increase the number of mathematics          III” for short.
   supplemental instruction sessions along
   with tutoring and study groups from        The developmental mathematics courses
   zero to at least one session per week.     have been rewritten into one-credit
  Fall 2005: 3 sessions                       modules. The course work is the same, but
                                              the hope is that students will have greater
Fall 2005: 43% of students in Achieving       success by focusing only on the modules
the Dream learning community (LC)             they need. Students will work on only one
sections of MTH 2 passed the course with      module at a time and will remain in it until
an S (n = 6); 57% made an R, U, or W (n       they have achieved mastery (85% or
= 11) (IR). Sixty percent of students in      higher) before moving to the next module.
MTH 2 but not in Achieving the Dream          A new module cycle begins every three
                            DANVILLE COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

weeks. Basic Arithmetic was initiated in        year. The others have continued working
fall 2005 and Basic Algebra began in fall       on their basic arithmetic skills this
2006. Plans are for Intermediate Algebra        academic year.
to begin in the modular format in fall
2007.                                           Lessons Learned
                                                Considering all of the approaches with
The targeted population is anyone               which DCC has experimented, we have
requiring developmental mathematics. The        come to one main conclusion:
more advanced students may move along           Developmental mathematics seems to be a
quickly, while the underprepared may take       problem everywhere. Our incoming
longer, moving at their own flexible pace.      students are weaker each semester, so we
Our goal is to create a developmental           realize the problem is not going to solve
mathematics program that can benefit all        itself. With all of our interventions, we
students, from those who only need a            constantly make modifications to benefit
quick refresher to those who require            the student. We have used the Kolb
intensive work to build the necessary skills    Learning Styles Inventory in the Title III
for future mathematics courses.                 program to gain a better understanding of
                                                our students. The majority of our students
The evaluation technique will be to track       fall into the Concrete
the performances of students while in the       Experience/Reflective Observation
Title III program and continue tracking         (Divergers) category and most
through to the gatekeeper courses. While        mathematics instructors fall into the
data are still being collected and analyzed     opposite quartile, Active
from the first year of implementation, we       Experimentation/Abstract
have seen completion rates rise in the          Conceptualization (Convergers). We must
modular format as opposed to the                find a way to reach our students with new
traditional developmental format. Fifty         techniques and interventions.
percent of the students enrolled in the first
year completed basic arithmetic within the
                                    MATHEMATICS BRIEFING

Institution Profile                             department, 75 out of 154 sections offered
Delaware County Community College               this semester are developmental. The
(DCCC) is a comprehensive, two-year             college is committed to maintaining
institution that offers 16 college/university   smaller class sizes for developmental
transfer programs and 70 career certificate     courses, imposing a limit of 25 students in
and associate degree programs. All              each section of developmental
programs at DCCC are competency based.          mathematics courses and 19 in
The college’s service area includes             developmental reading and English
Delaware County and Chester County in           courses. To help ease the financial burden
southeastern Pennsylvania and                   that students may experience, the greater
encompasses urban, suburban, and rural          college community has instituted
areas.                                          scholarships to be awarded specifically to
                                                students enrolled in developmental
State of Developmental Education                courses. To ensure student success in
                                                developmental courses at all campuses of
At DCCC, developmental education
                                                the college, full-time faculty have been
courses are neither physically nor
                                                assigned to teach developmental courses at
philosophically separated from college-
                                                all branch campuses.
level curriculum. The college has no
separate developmental education
division. Faculty members who teach             Promising Intervention Strategies
developmental courses are members of            and Evidence of Effectiveness
divisions organized by discipline, and they     DCCC’s intervention strategy is to offer
teach college-level as well as                  developmental mathematics courses in
developmental courses. Likewise, students       individualized and hybrid formats.
enrolled in developmental courses are
often enrolled in college-level courses in      Individualized course require pretests to
other disciplines.                              identify the objectives a student needs to
                                                learn. In addition, the student is given a
As a competency-based institution, the          well-defined plan (using interactive
college’s mathematics curriculum is             tutorials, videos, and the text) for learning
designed as a continuum from Basic              and practicing the identified objectives
Arithmetic through Calculus III, Linear         with help available from the teacher as
Algebra, and Differential Equations. The        needed.
competencies of the developmental
mathematics courses, Basic Arithmetic           Some advantages of individualized courses
(MAT 040 Basic Math) and Introductory           include:
Algebra (MAT 060 Developmental Math),               o Individualized courses allow
are selected in order to prepare students              students to progress at their own
for their appropriate college-level                    pace. Some complete both Basic
mathematic courses.                                    Arithmetic and Introductory
                                                       Algebra in a semester, while others
In fall 2006, over 20.9% (2223) of                     finish only a portion of the course
students are enrolled in one or more                   and receive a grade of IP (In
developmental courses. In the mathematics              Progress), with the option of
                                    MATHEMATICS BRIEFING

       continuing from where they left off      individualized courses were at least as
       during the next semester.                high as in traditional classroom sections.
                                                Achieving the Dream will give us the
   o Individualized courses provide a
                                                opportunity to look at current data and
     safety net for students in traditional
                                                possibly disaggregate differently.
     classroom sections. Anyone who is
     failing or falling behind may make
                                                The hybrid Introductory Algebra course is
     an educational change into an
                                                in its 3rd semester and is still in the process
     individualized section. An
                                                of evaluation. All sections of Introductory
     educational change from a
                                                Algebra and individualized sections of
     classroom into an individualized
                                                Basic Arithmetic take a departmental final.
     section also benefits a stronger
     student who is held back by the
     classroom pace.                            Lessons Learned
                                                Offering a course in different formats
   o Offering individualized help to            makes it more difficult to maintain
     students enables the instructor to         consistency, especially when multiple
     become a coach and mentor rather           campuses are involved. Departmental
     than just a conveyor of information.       finals and student resource guides (used by
     He/she is able to spend more time          all sections on all campuses for the past
     on the affective domain, offering          four years) have helped. In addition, we
     the encouragement and support so           have found that faculty need training
     essential to remedial students.            before teaching individualized and hybrid
Hybrid courses are those that combine
classroom instruction and distance
learning offered in Introductory Algebra
but not in Basic Arithmetic. They replace
an Introductory Algebra course that was
entirely distance learning

The targeted population is all
developmental students, but traditionally
most of the weakest including those with
disabilities choose individualized sections.

The desired outcome is successful
completion of developmental courses and
progress into credit-bearing courses.

The individualized developmental
program was initiated in the mid-1970s
and has taken nearly 30 years to evolve to
its present format. In the first decade, data
establish that success rates in
                                  MATHEMATICS BRIEFING

Institution Profile                           Promising Intervention Strategies
Durham Technical Community College, in        and Evidence of Effectiveness
central North Carolina, offers 75 credit      The intention of our Achieving the Dream
credentials to 5,300 students in the fall     initiatives has been to put the “arms of the
term. The college employs 140 full-time       institution” around new developmental
faculty members. Our students are 65%         and college-level students and shepherd
female, 44% are over 30 years of age, 71%     them along a clear pathway. A review of
attend part-time, and 47% work full-time.     current literature has taught us that it is
There is no racial majority within the        within the first 15 credit hours of
student body at the college (45% African      enrollment that colleges most often lose
American, 43% White, 6% Asian, and 4%         students. In a focused effort to retain them,
Hispanic).                                    we recognize that our efforts must be
                                              intentional and deliberate. We must also
                                              analyze our data and make adjustments to
State of Developmental Education
                                              curricula, instruction, and institutional
Durham Tech’s Developmental Studies           processes when the data tell us we are not
Program was named the 2006 Outstanding        meeting our students’ needs. In an effort to
Developmental Education Program by the        improve developmental students’
National Association for Developmental        persistence and performance, the college
Education. The program is centralized         has implemented a new first-year
with a Dean, two Coordinators, 17 full-       experience initiative that focuses on new
time faculty members, and 23 adjunct          student orientation, academic and personal
faculty members. Fewer than 45% of our        advising, an early alert process including
developmental courses are taught by part-     tutoring and mentoring, and an academic
time instructors.                             skills course.
Based on results of the ASSET or              Accelerated Math Learning Options.
COMPASS placement tests, students may         Developmental students who are able to
need to take up to three levels of            progress through their math courses at a
developmental English (ENG 070, 080,          faster pace have the opportunity to take
then 090), three levels of developmental      advantage of the following instructional
reading (RED 070, 080, then 090), and         options that will accelerate their pace of
three levels of developmental mathematics     learning: mini-session classes (eight weeks
(MAT 050, 060, then 070). Fifty-four          instead of sixteen); self-paced,
percent of new, first-time accepted           independent study courses; and hybrid
students begin with developmental             courses (part online, part on campus).
courses. We have an overall pass rate of      Students are also given diagnostic tests
76% in developmental courses, and an          during the first week of classes and may
85% retention rate for students who           move up a level if they earn an 80 percent
complete their developmental work. Most       or higher on the tests. A new option we
notably, our developmental students           have recommended is for students who
perform better in their first college-level   retest on the placement test during the
courses than students who did not need to     course of a developmental class and place
take developmental prerequisites.             out of the class; they may request a CE
                                              grade (Credit by Exam) and move up in
                                   MATHEMATICS BRIEFING

their sequence. Students also have the         Achieving the Dream grant has been
option of enrolling in a combination           instrumental in enabling us to make this
course (MAT 090 combines MAT 070 and           shift.
MAT 080) to move more quickly through
their studies.                                 The developmental studies math faculty
Connecting Content to Career Paths.            have developed and begun implementation
For many years, the program has offered a      of a pre-test and a post-test for all levels of
RED 090-MED course with a focus on             developmental math. These two
preparing students who intend to pursue a      departmental exams will essentially mirror
career in the health field. This past year,    each other, having exactly the same
we have added a new Introductory               content, the same level of difficulty, and
Algebra course (MAT 070 – MED) to              covering the same course objectives. For
prepare these students better for              many years we have given a diagnostic
mathematics involved in our health tech        exam and a final exam in our courses, but
programs. The success of this new              recently there has been somewhat of a
approach will be monitored in the coming       shift in philosophy that is counter-opposed
semesters.                                     to a way of thinking over the last few
Providing Support for Adult Students.          years where the diagnostic exam was
Developmental students are supported           viewed as a basic test, just probing the
both academically and personally.              surface in terms of difficulty level. The
Developmental studies faculty members          final exam, on the other hand, was viewed
provide assistance to students who are         as a proficiency exam, having a number of
struggling and may also refer students for     challenging, thought-provoking, multi-step
additional free tutoring services provided     problems. It was not unusual for a student
by professional tutors in the college’s        to fail miserably on our final exam and
Campus Learning Center. Developmental          have to repeat his/her math course, but the
studies faculty members also understand        next semester score 40% to 50% more on
their obligation to step in when life issues   the diagnostic exam. In essence the
have a negative impact on students’ ability    diagnostic and final exams were dissimilar
to attend or participate in class. Faculty     assessment instruments, neither a
members now can do more than empathize         reflection of the other. One could not
and listen to students’ problems—they can      compare the results of the two exams for a
refer at-risk students through the early       particular student and have a sense of what
alert initiative to either a counselor and     learning took place.
mentor, who is able to provide a variety of
services (textbooks, bus passes, childcare     Currently our department is in the first
assistance, financial assistance, peer         semester of testing our new exams. From
mentoring, and more), or to a professional     our basic math courses to our beginning
tutor, who contacts the student for            algebra course, nearly every student has
individual tutoring services scheduled on a    been administered the pre-test. We are
regular basis. Helping students understand     excited about analyzing the results at the
that college faculty and staff are partners    end of this semester (Fall 2006) after
in their educational journey and are           students have been administered the post-
willing and able to assist them in times of    test to see if in fact improvement has taken
crisis is an important culture shift. The      place, not just in the scores, but on specific
                                  MATHEMATICS BRIEFING

concepts and in each content area as well.
As in the past, the post-test (final exam)
will be weighted at 40% of students’
overall averages, but in the near future we
will explore whether student improvement
from post-test to pre-test should be
factored into how the final grade is
computed. The hope is that this
intervention strategy will have a positive
effect on student pass rates.

Lessons Learned
The one lesson we can impart at this point
is that all full-time faculty must be
immersed and involved in the process of
change. We began discussions about
proposed changes about a year ago and
had a number of department meetings and
debates about how our new endeavors
would be put into effect. Today we are on
the same page, ready to consider and
implement other promising strategies for
the betterment of our students.
                           EL PASO COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                           Promising Intervention Strategies
El Paso Community College District            and Evidence of Effectiveness
consists of five campuses with a fall 2006    In spring 2006, El Paso Community
enrollment of 25,094 credit students and      College and the University of Texas at El
over 8,000 non-credit students. Our           Paso, worked with two large urban
student demographics are 85% Hispanic,        districts and three smaller rural districts to
8% White (Non-Hispanic), 2% African           administer the Accuplacer placement test
American, and 5% other; 60% female and        to high school seniors. For those who
40% male; and 61% part-time and 39%           needed remediation, we provided summer
full-time.                                    bridge intervention programs in
                                              mathematics and then re-administered the
State of Developmental Education              placement exam. Data are being collected
Our developmental mathematics program         on that effort.
is integrated with the mathematics
discipline program. That is, DE               Our target population was high school
mathematics is in the mathematics             seniors from two large urban districts and
department, and the faculty all meet          three smaller rural districts.
                                              Data are being collected on this effort. We
We are currently restructuring our            do know that many students placed into a
remedial mathematics courses. There are       higher course after the five-week summer
four remedial courses, but our restructure    bridge intervention. Exact numbers and
will eventually give us only three remedial   the impact of the student success in
courses. This decision by a committee         college-level courses because of the
representing all five campuses was based      intervention will be determined after
on placement data of remedial courses and     students enroll in college-level
a review of course content for all courses.   mathematics in the coming semesters.

The course outlines and syllabi were          The college’s evaluation techniques
revised and the course content mapped to      include administering the Accuplacer
levels of cognitive demand. That is, we       placement exam. Data are still being
matched mathematics content to levels in      collected, and we will need another
which we engaged student thinking. The        semester to determine long-term impact.
levels of cognitive demand are Generalize,
Make Connections, Understand Concepts,        The Accuplacer was given Spring 2006;
Perform Procedures, and Memorize.             the five-week summer bridge intervention
                                              program occurred this summer. These
Because most of the entering freshman         students are freshman students in their first
(over 97%) taking mathematics placement       semester at EPCC and UTEP. The only
exams place into at least one                 data we have right now are the first
developmental mathematics course, our         placement score and the second placement
efforts to make their course experience       score after the intervention. Semester
meaningful, expedient, and successful is of   grades will not be available until
high priority. We are also exploring other    December 2006.
possible ways to offer courses.
                             EL PASO COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Lessons Learned                                juniors and seniors. The juniors who have
It is too early to look at all our lessons     deficiencies will have one year to address
learned. One lesson learned is that some       these deficiencies and will have a longer
students may need longer intervention          time for intervention. The seniors will
periods. Because of this, we will be           have a longer time to address any
administering the placement test earlier       deficiencies.
during the academic year to high school
                         GALVESTON COMMUNITY COLLEGE
                             MATHEMATICS BRIEFING

Institution Profile                          no cost, help students in both their
This fall, 2,165 students are taking         developmental, and then later their college
University Parallel and                      mathematics classes.
Vocational/Technical credit courses at
Galveston College, a two-year community      The program’s extra attention to individual
college in Galveston, Texas. Galveston       students provides a transition environment
College employees include 55 full-time       between high school and college. The
and 59 adjunct faculty, many collaborating   college initially instigates student / faculty
with the University of Texas Medical         interaction, and then gradually hands off
Branch for health science offerings.         responsibility and independence to
Additionally, 1,000 students take            students as they learn how to meet college-
Adult/Community Education classes            level academic and behavioral
annually.                                    expectations.

State of Developmental Education             Promising Intervention Strategies
Developmental education operates as a        and Evidence of Effectiveness
centrally managed and funded department      The college uses students’ current
with a full-time chair of developmental      recognized testing scores, including the
studies, reporting to the dean of            on-site Compass placement exams, to
academics. The developmental                 place students in courses compatible with
mathematics department draws faculty         their skill levels. Evidence is percent of
from the academic departments, and works     students misplaced in a course.
closely with admissions, testing,
counseling, and tutoring staffs.             Students receive individual career and
                                             degree plan, class schedule, and test score
Developmental education starts with          counseling. Evidence is a student survey
coursework in Reading, Writing,              of the registration process and available
Mathematics, and Study Skills, and then      resources.
reinforces student success with outside-
the-classroom services including tutoring,   At the start of a semester, students take
mentoring, personal counseling,              Compass diagnostic testing to identify
supplemental and computer-assisted           focus areas for their personal mathematics-
instruction, diagnostic assessments, and     learning plan. Also, the students, faculty,
placement testing.                           mathematics department coordinator, and
                                             Developmental Studies chair use
Identical assessments place students in      MyMathLab’s tools for real-time feedback
either developmental or credit courses.      and progress tracking to help individualize
The Developmental Studies department         instruction for each student working the
works with academic departments to           standard required curriculum. Evidence is
develop learning outcomes, syllabus,         each student’s success rate.
lesson plans, and textbooks for
developmental courses. Full-time             The Developmental Studies chair
instructors teach both developmental- and    organizes monthly progress meetings and
college-level courses. The same tutors       training for faculty. Evidence includes
provided at the Student Success Center, at   student success rates and faculty/chair
                           GALVESTON COMMUNITY COLLEGE
                               MATHEMATICS BRIEFING

evaluations. Development Studies                  before they withdraw or drop have
organizes student success seminars.               higher completion rates.
Evidence is event survey.
                                               Evaluation techniques that are used to
An instructor’s early alert process notifies   determine results include:
students, Developmental Studies, and the
Counseling Center when students fail to           Currently credit or non-credit grades;
meet developmental education behavior             proposing letter grades for next fall
expectations. Evidence is student success         Minimum 80% score on departmental
rates.                                            homework, quizzes, and exams in
The targeted population is new or                 Minimum 70% score on departmental
returning students who did not score above        comprehensive final exam in
college level, frequently students away           MyMathLab
from school for more than five years or           Exams available only through
minimally passed high school mathematics          MyMathLab at the college’s testing
The student outcome(s) that the college           Final exam questions tied to learning
expects to impact with this intervention          outcomes identified at start of semester
strategy include:                                 Surveys of students and faculty
                                                  participating in program events
•   Students receive appropriate                  Student success and retention rates
    instruction in the progression of             based on the college’s grade and
    developmental classes and, at its             enrollment statistics
    completion, can succeed in courses
    using college level mathematics.           The placement strategy began in 2004 and
•   Students are able to own and navigate      has two years of data collected. Student
    smoothly through their college             satisfaction surveyed in spring 2005, with
    experience.                                the next survey planned for spring 2007.
•   Students pass their courses with           Other strategies began in fall 2006 and
    objective performance scores from          will have data collected throughout this
    MyMathLab, without grading and             semester.
    evaluation inconsistencies between
    course sections. Instructors spend less    Lessons Learned
    time on paperwork and grading, and         • Student mathematics and college
    more time with students.                      experience training must begin early.
•   Students having coordinated and            • Student surveys must be done often.
    supportive faculty and staff have          • Many students have technology
    higher completion rates.                      anxieties to overcome with
•   Students participating in special             MyMathLab.
    programs are motivated to succeed in       • Meetings specifically for mathematics
    class and in life.                            faculty to focus on developmental
•   Students receiving coaching from              mathematics issues are needed
    instructors, Developmental Education          separately from the joint
    Coordinator, and Counseling office            developmental education meetings.
                         GALVESTON COMMUNITY COLLEGE
                             MATHEMATICS BRIEFING

•   Student seminars with guest speakers
    are an excellent source of motivation
    and should be held annually.
                                   MATHEMATICS BRIEFING

Institution Profile                            The target student population is those
Guilford Technical Community College,          students who have been unsuccessful
located in Jamestown, North Carolina           taking MAT 070 as well as students who
serves 9,816 curriculum students. Of           were weak in MAT 060. For selected
these, 2,612 (26.6%) are enrolled in           students, this slower paced MAT 070
developmental courses (fall 2006 data).        should improve chances for success.
Current data show that 55% of new
students enrolled in fall 2006 are taking at   We had an 86% success rate compared
least one developmental course.                with 55% success in “traditional” courses.
                                               We are in the process of following
State of Developmental Education               completers into subsequent mathematics
Developmental education is a
decentralized division with reading,
                                               Although this split course is not for
English, mathematics, and Skills
                                               everyone, a targeted group of students
Lab/Tutoring as separate departments.
Developmental courses are taught at three      with mathematics anxiety and deficiencies
of the four campuses, and placement in         will benefit from dividing this course into
                                               two parts.
developmental courses is mandatory
[based on testing].
                                               Lessons Learned
A DACUM was done to align                      Students with special needs thrive in this
developmental course outcomes with             less-threatening environment. They are
curriculum expectancies. Faculty in            more apt to ask and answer questions.
reading, English, and mathematics have
ongoing discussions with curriculum            The slower pace has a double-edged
faculty in order to strengthen alignment.      sword. It allows time for repetition, which
                                               is what this type of student needs, but that
Promising Intervention Strategies              time for repetition will not be available in
and Evidence of Effectiveness                  their next mathematics course.
In 2005-2006, a section of MAT 070 was
                                               Students being in class with others who
split so that competencies were divided
                                               are so much like them creates a special
over two semesters. The split section is
                                               bond. They form study groups that meet
being taught again. In addition, we have
                                               throughout the week, call each other at
sent a proposal to the NCCCS office to
                                               night if they get stuck on homework, and
request that two separate courses (the
                                               are very supportive of each other.
split) be added to our Common Course
                                               Success builds confidence and confidence
                                               builds success. These students were so
We analyzed success and retention rates as
                                               proud of themselves for being able to do
compared with “traditional” mathematics
                                               algebra that they developed an “I can do
courses and added ACA 118 to split
                                               this” attitude.
course for 2006-2007 year.
                           HIGHLINE COMMUNITY COLLEGE
                                 MATHEMATICS BRIEFING

Institution Profile                          The outcomes for the remedial and
At the time this briefing was written        college-level mathematics courses are
Highline Community College (HCC) had         almost exclusively content-oriented,
not yet begun the 2006-2007 academic         thereby ensuring coherence.
year. All data will be from the 2004-2005
academic year, unless otherwise noted.       Examination is the dominant tool for
                                             assessing student learning, though few
HCC in Des Moines, Washington. serves        faculty disaggregate their scores to
approximately 15,000 students a year         identify achievement on specific
(62% female, 38% male) including             outcomes.
credit/non-credit, international, Running
Start, or Puget Sound Early College          The department recognizes that the
students. The population is 13% Hispanic,    developmental program’s major problem
20% Asian/Pacific Islander, 15% African      is the relatively low pass rates. Last year,
American, 53% White, 1% Native               they established a subcommittee whose
American or Alaskan Islander, and 9%         top priority was to re-evaluate the
other.                                       developmental program. The goal of these
                                             discussions was to look at state and
State of Developmental Education             national standards for guidance on suitable
                                             outcomes, with primary emphasis on the
At Highline Community College (HCC),
                                             balance between content and process
developmental mathematics is
decentralized. The college has separate
departments for ABE/GED mathematics
and reading, and the writing department      Promising Intervention Strategies
oversees their own developmental             and Evidence of Effectiveness
education offerings. Developmental           The college reviewed the AMATYC
courses make up a majority of the            Crossroads and Beyond Crossroads
department’s course offerings (60% of        documents, MAA’s CUPM subcommittee
courses offered in fall 2006-2007 are        recommendation, and Washington State
developmental). The developmental            College Readiness Standards (this was
program is a four-quarter sequence. It       generated by individuals from K-12,
begins with an arithmetic course followed    higher education, and business sectors).
by three algebra courses that are below      The subcommittee determined that
college level. There is an alternative       increased attention needs to be given to
pathway for students in non-technical        developing study skills, addressing student
fields that reduces the number of pre-       mathematics anxiety, time management
college algebra courses to two.              skills, communicating mathematics, and
                                             critical thinking. The subcommittee’s goal
Developmental education is a high priority   for this year is for each committee member
for the college, especially since ABE/GED    to implement and examine the
& ESL students are the fastest-growing       effectiveness of strategies to improve
segment of the student population and        study skills and communication without
significantly impacts the college’s          changing course content. Obstacles to
funding.                                     implementation and broader adoption of
                                             recommendations are the mathematics
                           HIGHLINE COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

faculty’s resistance to sharing performance   support for students by placing tutoring
data, strong desire for autonomy, limited     and support materials in a single location,
interest in faculty specialization, and       increasing the involvement of mathematics
overemphasis on content coverage within       faculty in tutoring and mentoring students.
the courses. The department is discussing
the idea that a “core” group of full-time     Below is an overview of the Math
faculty will take on the initial              Resource Center:
implementation and provide the needed
                                              Services to students
support later for other instructors who
want to get involved. These discussions       • Tutoring by mathematics faculty and
will be continuing in the 2006-2007 school      student tutors
year.                                         • Scheduled, weekly workshops run by
Another intervention strategy that the
department developed (this took one year)     •   Learning assistance which includes
and implemented (spring 2006) was a               reducing mathematics anxiety, how to
Math Resource Center (MRC). Research              take notes, read text, take tests, etc.
has consistently indicated that having        •   Skill building which includes fractions,
students make connections with other              solving linear equations, factoring,
students and with faculty on a personal           graphing, solving quadratics, using
level is one of the biggest factors in            calculators, etc.
student success and retention. The center
provides a location where this type of        • Student advising sessions
connection happens.                           • COMPASS support (math placement
The target population for the MRC is
students in developmental and entry-level     •   Student-directed supplemental
college mathematics courses, and one of           instruction using instructor- or
the goals of the MRC is to increase the           publisher-developed materials
success/retention of students in our          Resources available to students
remedial and entry-level college courses
(college algebra, pre-calculus,               • Spare copies, available for checkout, of
mathematics for liberal arts).                  all textbooks required for mathematics
The MRC offers comprehensive support to       • Supplemental materials for reviewing
students in developmental and entry-level       topics
college mathematics courses, since these
students are the vast majority of the                 Publisher-produced videos, CD-
mathematics department’s clientele. The               ROMs, DVDs
students in developmental (and entry-                 Faculty-designed handouts and
level) mathematics typically need support             lessons (e.g. calculator guides)
related to both the process of learning
mathematics as well as assistance with the            Guides to additional online
content itself. The center has enabled the            resources (e.g. JAVA applets,
mathematics department to offer better                Academic System modules, web
                           HIGHLINE COMMUNITY COLLEGE
                                 MATHEMATICS BRIEFING

       Additional textbooks that can be
       used as resources
• Three TV/VCR/DVD combination
  units that can be used to view lectures
  and tutorials
• Eight computers preloaded with
  software used by mathematics faculty
  (e.g. Excel, Mathematica)
• Group study space
• Whiteboards for student use

Lessons Learned
Spring 2006 was the first quarter the MRC
was fully operational, and it serviced 384
(unique) students from developmental
courses and 300 (unique) students from
entry-level courses. Some of the
challenges that the MRC faces is how to
increase the visibility across campus, how
to draw in students who have not
previously used the MRC, and how to get
more developmental students to use the
MRC? This academic year, the department
will be looking at strategies to address
these challenges.
                         HOUSATONIC COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                            students do not succeed initially, their
Housatonic Community College, located          chances of dropping out increase
in Bridgeport, Connecticut, was founded        substantially. Because the inability to
in 1967 and moved to its present site in       master mathematics is a barrier to student
1997. The college offers over 40 associate     retention and to the completion of
degrees and 24 certificates. Its 4,431         academic programs, developmental
students are 59% minority and reflect the      mathematics was chosen as a priority upon
diversity of its service region.               which HCC would focus.

State of Developmental Education               In an effort to increase success in
                                               mathematics courses, a decision was made
At Housatonic Community College,
Developmental Studies is one of five           to reconstruct MAT*075 (Pre-algebra)
                                               into an open-entry/open-exit format.
separate departments. The Developmental
Studies Department is responsible for          Essentially this means that a student may
instruction in developmental reading,          enroll at different points in the semester
writing, survival skills, mathematics, and     and that the student may take as much or
ESL. The department currently consists of      as little time as necessary to complete the
                                               course. Assuming a 15-week semester, the
17 full-time instructors and approximately
70 adjuncts who work closely with both         semester will be divided into three five-
                                               week periods with students being allowed
the Humanities Department and the
Math/Science Department to ensure that         to begin at weeks 1, 6, or 11. The course
the developmental courses flow smoothly        itself will be divided into three modules in
into the gatekeeper courses of ENG101          which the student must show competency
and Intermediate Algebra. Course               prior to continuing to the next module.
outcomes are reviewed by both
                                               With an instructor and a tutor present at all
departments and assessment techniques
are shared. Faculty will, on occasion, teach   times, the student will utilize Plato
a course within another department so that     software to progress through the course.
                                               This format benefits the student who just
everyone remains aware of course content
and expectations. Since 80% of incoming        needs a quick review as well as the student
students begin in at least one                 who needs more time. If a student needs a
                                               quick review, he may complete the course
developmental course, it is critical to
overall student success that these students    in less than one semester and begin
progress to credit-bearing courses.            Elementary Algebra immediately.
                                               (Elementary Algebra will be the next
                                               course to be reconstructed in this same
Promising Intervention Strategies
                                               format.) On the other hand, the student
and Evidence of Effectiveness
                                               who requires more time will have it, and
As part of the Achieving the Dream             he will experience success along the way.
initiative, the Data Team collected data       If he does not finish the course in one
from a variety of places and noted that 70-    semester, he would begin the next
80% of entering students placed into           semester wherever he left off. The student
developmental mathematics. In addition,        would be continuously making progress
they noted that success rates in pre-algebra   toward finishing the course with three
were steadily decreasing with a range from     semesters being allowed for completion.
49.48% to 37.37%. They concluded that if
                         HOUSATONIC COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

All students will be required to pass a
cumulative test for each module with a
score of 80%, and they will be required to
pass the departmental final exam before
receiving a final grade.

Lessons Learned
This course will begin in spring 2007 with
three sections and will expand to more
sections in following semesters. Also, in
succeeding semesters, not only Pre-algebra
but also Elementary Algebra and
eventually Intermediate Algebra will be
offered in this format.
Because we are in the development stage
of this program, there are no statistics
available, but our hope is to increase the
success of students in the Pre-algebra class
and to increase retention in these same
classes. This, in turn, should increase
success and retention in succeeding
mathematics courses. Problems such as
financial aid and how to count the students
in our FTE have yet to be resolved, but we
are confident that these issues can be

                                 NORTHWEST COLLEGE
                                  MATHEMATICS BRIEFING

 Houston Community College Northwest          comparing our developmental
is one of six major branches of the           mathematics curriculum with the
Houston Community College System.             University of Houston – Downtown, North
HCC-NW includes the Westgate, Town            Harris Montgomery Community College,
and County, Katy Mills Career Center,         Prairie View A. & M. University; San
Cinco Ranch site, and HCC at the Greater      Jacinto Community College, and Texas
Southwest Equestrian Center. The college      Southern University. Curriculum
primarily serves the Katy and Spring          comparisons were made in Fundamentals
Branch communities, but also includes         of Mathematics I, Fundamentals of
some of the Houston Independent School        Mathematics II and Intermediate Algebra.
district areas. For spring 2006, HCC-NW       Our courses have also been found to meet
had 9,383 students, 963 high school           requirements set forth by the American
students enrolled for dual credit courses,    Mathematical Association of Two Year
and 913 students enrolled in distance         Colleges. We have also carefully
education.                                    monitored our curriculum to insure that it
                                              meets the requirements set forth by the
State of Developmental Education              State Coordinating Board, which dictates
Developmental education assists our           the course and transfer requirements.
students toward mastering basic skills
needed to perform adequately in higher        Developmental education in mathematics
level academic courses.                       is very critical to the overall student
                                              success effort. Students who do not show
All of our developmental components are       college readiness in mathematics are
decentralized with the exception of           compelled to take our courses. Our courses
mathematics. Our developmental                are designed to provide students with the
educational program in mathematics is         basic mathematics skills enabling them to
integrated into the regular math program.     proceed to the upper level mathematics
We do have a systemwide committee that        course. They are also designed to
focuses on specific needs of our              strengthen many of the skills that an
developmental math students.                  individual must demonstrate or master in
                                              order to pass the state mandated test.
The HCCS Developmental Mathematics            Developmental math courses are intended
Discipline Committee appointed a              for those students who are reasonably
committee to investigate how our              adept at performing the simple
curriculum matches up against a number        mathematical operations needed in every
of other institutions. The charge of the      day affairs, but become confused when
committee was to see how our curriculum       confronted with the same operations in the
aligns or articulates with surrounding area   context of a mathematics class.
secondary schools, community colleges
and universities. As a result of the          Promising Intervention Strategies
investigation, we found that our              and Evidence of Effectiveness
professional guidelines and standards meet    The Northwest College mathematics
with surrounding institutions. We continue    department was chosen to implement and

                                  NORTHWEST COLLEGE
                                   MATHEMATICS BRIEFING

evaluate innovative strategies specifically    The targeted population is any student
designed to help students of low income        who has attempted a developmental math
and students of color “achieve the dream”      course in Fundamental Math II.
in terms of community college success in
developmental mathematics. In particular,      Our hope is to impact significantly the
we have initiated a program to intensify       success rate in our College Algebra
our persistence and completion rates for       gatekeeper course. We anticipate through
HCCS students by ethnicity and low income      our intervention strategy that students can
in developmental mathematics. We               finish their developmental course in a
currently offer our students who were not      timely fashion, move into and successfully
successful in a developmental math course      complete College Algebra.
(Math 0101) the opportunity to take a one-
hour course. The one-hour course is            All participants will be required to pass the
designed to allow students to work on          final examination in Math 0308 at the end
topics with which they had trouble. The        of the fourth week. Students who pass will
course lasts for four weeks. Upon              receive a passing grade in the Math 0101
completion, students are allowed to enroll     course and will be allowed to move on to
into a fast track math course at the next      an accelerated Math 0312 curriculum for
level for 12 weeks. Our pilot course was       the next ten weeks. Those who
Fundamentals of Math II, a course in           successfully pass the Math 0312
which a significant number of students         curriculum will be awarded a passing
find difficult. Progress to this point is as   grade. This project would allow students
follows.                                       to maintain progress toward timely
                                               completion of the developmental math
Northwest College                              sequence. Student success rates in the
• Nine students took the Fundamentals          Math 0101 sections will be compared to
   of Math II during the spring semester.      the rest of the college’s “second-start”
• All nine passed the course.                  Math 0312 sections
• Seven of the nine enrolled into
   Intermediate Algebra second start           The intervention strategy was
   during the spring semester.                 implemented in the fall of 2005. Data have
• All seven passed the course.                 been collected over three semesters.
• One of the seven has enrolled and
   completed College Algebra this past         The college has learned that we must make
   summer.                                     counselors aware of the Developmental
Northeast College                              Mathematics courses that we plan to offer
• Five students took the Boot Camp             during the spring semester of 2007. We
   Math 0101 for Intermediate Algebra          plan to structure Developmental
   during the summer semester.                 Mathematics to help close the gaps in our
                                               three major courses: Fund Math I, Fund
• Four passed the course.
                                               Math II and Intermediate Algebra
• One of the five has indicated plans to
                                               throughout HCCS. Counselors can be of
   enroll into College Algebra this fall.

                                 NORTHWEST COLLEGE
                                  MATHEMATICS BRIEFING

great benefit during the recruitment          instructors, tutors and innovative lessons
process.                                      to meet the needs of students who are not
                                              able to attend class at one specified time.
In addition, we must incorporate the
Learning Resource Centers, MyMathLab,
                                        LEE COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            The college’s developmental education
                                               enrollment in fall 2006 was 161 students
Lee College, located in Baytown, Texas,        in writing, 915 in mathematics, and 915 in
prepares students for success in higher        reading.
education or employment. Lee College
also provides a broad-based program of         Promising Intervention Strategies
extension courses, distance education,         and Evidence of Effectiveness
adult education, continuing education and      The Developmental Education Task Force
community service, and serves the              is meeting to plan intervention strategies
Huntsville Prison System. The fall 2006        and better methods of evaluating
enrollment at the Baytown Campus is            strategies.
4,812 and the Huntsville total is 532, for a
total college enrollment of 5,344.             The Lee College Developmental Math
                                               sequence includes four courses: Basic
The population of Lee College is equally       Mathematics, Pre Algebra, Introductory
represented by male and female students.       Algebra, and Intermediate Algebra.
While 52% of Lee’s students are white,         Students may elect to take any of the
25% are Hispanic. One thousand, nine           courses in a traditional lecture
hundred and eight seven of the students        environment, as a self-paced lab course
are classified as academically                 staffed by a faculty member, or as an
disadvantaged, 1,103 are classified as         online course. The self-paced lab classes
economically disadvantaged, and 52 are         utilize the MyMathLab software that
listed as disabled                             accompanies the textbook. A departmental
                                               final exam is given in each course and the
State of Developmental Education               grade is factored into the student’s course
The developmental education program at         average. The student is not required to
Lee College is in transition. A                pass the final to exit the course.
Developmental Education Task Force,
chaired by a coordinator of developmental      Lee College has a very active and well-
education, is meeting biweekly to create a     attended Math Lab. Tutors are available to
more organized developmental program.          help students enrolled in both credit and
The program is presently decentralized,        developmental mathematics courses.
with developmental mathematics courses
offered through the Division of Math,          The Pre Algebra course was recently
Science, and Engineering, and reading,         added to the mathematics sequence
writing, and study skills courses offered      because many students entering
through the Communications Division.           Introductory Algebra, either by completion
Counselors and advisors serve all students.    of the Basic Mathematics or by the
                                               placement exam, were not passing the
Many of the students who enter Lee             course.
College place into developmental
education courses via placement exams,         Lessons Learned
but students are not required to enroll in     Because the course was just recently
developmental education courses.               added, no data concerning the success of
                                               this strategy have been analyzed.
                                    MATHEMATICS BRIEFING

Institution Profile                             being a mentoring program. Our target
Montgomery County Community College             audience is those students who received a
was founded in 1964. Since then the             C in the developmental course and are
college has grown with the needs of the         now in a “gatekeeper” course. These
community. The college has two                  students meet with a faculty member three
campuses—both being commuter                    or four times during the semester. The
campuses. The main campus is located in         meeting consists of keeping close track of
Blue Bell, Pennsylvania and its West            the students’ progress (grades, attendance,
Campus is located in Pottstown. The             etc). We have just initiated this; therefore,
college’s mission is to offer high-quality,     no data is available.
affordable, and accessible educational
opportunities for community residents.          Our second intervention involved
                                                curriculum changes in our developmental
Our student population is as diverse as the     MAT 011 (elementary algebra) course.
community we serve, with nearly 20% of          This is an applications-oriented course
our student body composed of ethnic and         giving concrete meaning to the abstract
racial minorities. Nearly 6% are female         mathematics topics in the course. We
and the average age is 27.                      strive for consistency throughout two
                                                campuses, as well as among full-time and
The fall 2004 figures were 10,186 credited      adjunct faculty. We have found because of
students. In fall 2006, MAT 010 had 540,        this change that there was a significant
MAT 011 had 900, and MAT 100 B had              increase in grades due to this change. Our
70 credit students. The college is a            data only reflected those courses taught by
reflection of and a response to the needs       full-time faculty.
and aspirations of those who live, work,
and conduct business in Montgomery              The first strategy was the development of
County and beyond.                              MAT 100B and future MAT 011B. It was
                                                designed to captivate students with a
State of Developmental Education                homogenous mathematics background.
                                                MAT 100 B was developed for students
We have an integrated developmental
                                                who have placement test scores in the
education system. We work closely with
                                                upper MAT 011 or lower MAT 100 range.
support services, learning assistance lab,
                                                The ideal student is one who would
and advising as well as the DSL
                                                normally place into MAT 011 but has had
(Developmental Studies Lab). Our
                                                a good amount of algebra in their
homework, group work, and
                                                background and may not need the
comprehensive finals lead to an exact
                                                complete MAT 011 course, but rather a
alignment of our outcomes and
                                                review of the basic 011 concepts. Students
assessments. Our developmental education
is the centerpiece to the overall success of    pay for four credits (three for the MAT
                                                100 course and one for the review of MAT
our students.
                                                011) and get three credits on their
                                                transcript for completing the MAT 100
Promising Intervention Strategies
                                                part of the course. Advanced MAT 100
and Evidence of Effectiveness
                                                topics are enhanced with MAT 011 review
Our mathematics discipline has put into         topics.
play three intervention strategies. The first
                                  MATHEMATICS BRIEFING

Cumulative finals are given in all
developmental courses and the final

Lessons Learned
Our conclusion states that no single
intervention strategy works for all
students. An array of intervention
strategies is necessary to encourage
student success.
                                   MATHEMATICS BRIEFING

Institution Profile                             “R” for re-enroll. Students who quit trying
Mountain Empire Community College is            to do the work or who stop attending class
located in rural, southwest Virginia and        receive a grade of “U” for unsatisfactory.
serves a population of approximately            Developmental courses make it possible
100,000. Coal mining and small farms            for students to build skills in a supportive
have historically been the basis of the         atmosphere. After completion of the
economy. Call centers and technology            course(s), students are able to enter
firms are now creating a more diverse           college-level classes, confident of their
economy. MECC enrolls approximately             ability to be successful.
2,900 students each fall semester.
                                                Developmental courses are critical to
State of Developmental Education                overall student success. The courses are
                                                designed to serve: (a) students who wish to
Mountain Empire Community College
                                                review high school materials and refine
offers developmental courses to enable
                                                their skills before taking college-level
students to make a successful transition
                                                courses; (b) students who have been out of
into college curricula. These courses offer
                                                high school for several years; (c) students
a complete, practical review of high school
                                                who do not have a high school diploma;
reading, grammar, composition,
                                                (d) students who lack prerequisite courses
mathematics, and chemistry, specifically
                                                for their programs of study; (e) students
preparing students for college-level work.
                                                whose entrance assessment scores and/or
Many of the courses use a lecture-lab
                                                high school transcripts indicate a need.
format. Computer-assisted instruction is
                                                Students in curricular programs must take
used whenever appropriate. The
                                                the assessment tests in reading, writing,
developmental program is integrated in
                                                and mathematics. Placement into a
each discipline, with courses taught by
                                                developmental course is mandatory based
faculty in the Division of Arts and
                                                upon the assessment test scores.
Sciences. In mathematics, all full-time
faculty members will usually teach at least
                                                The Virginia Community College System
one developmental course each semester.
                                                has developed guidelines and
                                                recommended best practices for
The purpose of each developmental course
                                                developmental courses. There are common
is to build skills in order to ensure success
                                                system-wide guidelines for interpreting the
in college-level courses. Developmental
                                                results of the standardized placement tests
courses count for institutional credit only;
                                                (COMPASS and ASSET), and system-
they may not be used to satisfy degree,
                                                wide measurable course objectives and
diploma, or certificate requirements. They
                                                exit criteria for developmental reading,
are used, however, when computing total
                                                writing, and mathematics. MECC does
course load or eligibility for financial aid.
                                                require a departmental exit exam for each
Students who complete all course
                                                developmental mathematics course.
requirements and show competence to
enter the next course in the sequence
receive a grade of “S” for satisfactory.        Promising Intervention Strategies
Students who need additional time to            and Evidence of Effectiveness
finish the course requirements may              The following intervention strategies are
receive, under certain circumstances, an        being implemented or are being developed
                                  MATHEMATICS BRIEFING

in developmental mathematics at MECC:          test but do not wish to take a “Fast Track”
“Fast Track” courses in Arithmetic and         course will be assigned review modules
Algebra I have been developed for              that can be done independently. After
students who have a minimum number of          completing these modules, the students
deficiencies on the mathematics sections       will be allowed to retake the Compass test.
of the Compass test. These one-credit          The ARC materials will also be available
workshop courses are offered before the        for use by all MECC students.
beginning of a new semester to allow
students to brush up on skills and then take   Several MECC mathematics faculty
the departmental exit exam prior to the        members have been granted release time
beginning of the semester. A successful        this year to develop intervention strategies
score on the exit exam will allow the          for Algebra I, which has been identified as
student to progress to the next level. Two     a gatekeeper class. The strategies include
“Fast Track” courses were offered for the      the use of Peer-Led Team Learning and
first time during the 2006 summer session      Active Learning Activities
with very promising results.                   (manipulatives). Plans are to provide
                                               release time to develop similar
An Academic Resource Center (ARC) for          intervention strategies for Algebra II.
Mathematics, Reading, and English is
being developed. The ARC will have             Lessons Learned
computer-aided instruction available for       The key lesson learned so far is that we
students to work independently on              can improve on what we are doing in
improving their skills. These skills would     developmental education. However,
be identified through use of the               faculty must have ample release time and
diagnostics element on the Compass test.       support for constructive changes to occur.
Students who have a minimum number of
deficiencies on the mathematic placement
                          NORTH CENTRAL STATE COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                           developmental work enroll in additional
North Central State College is located in     courses. Of those students who are
Mansfield, a small industrial city in north   unsuccessful in developmental work, 47%
central Ohio. Fall headcount is typically     immediately leave the institution and do
3,200-3,500. Most of North Central State’s    not reenroll. This has a significant impact
students are first-generation college         on the college’s persistence and retention
students. Many are women from lower           rates.
socio-economic and undereducated
backgrounds. Over half receive financial      In addition to these objective measures,
aid. Part-time students outnumber full-       536 North Central State students were
time students by about 2 to 1, and most       asked in the spring 2006 Community
students work at least 20 hours per week.     College Survey of Student Engagement
                                              how their college experience has
State of Developmental Education              contributed to their skills in solving
                                              numerical problems. Employing a standard
Developmental education is integrated
                                              test of statistical significance, the mean
within the appropriate academic
                                              Likert scale response for North Central
department (e.g., developmental writing
                                              State students was significantly lower than
with English and developmental
                                              peer colleges nationally. However, 64% of
mathematics within mathematics). Many
                                              respondents also reported no intention of
of the same faculty members teach
                                              taking a developmental mathematics
developmental sections as well as college-
                                              course. Therefore, developmental
level sections within each discipline.
                                              education is a critical element of our
Course outcomes and assessments are
                                              overall student success effort.
identified and aligned between
developmental courses and college-level
courses.                                      Promising Intervention Strategies
                                              and Evidence of Effectiveness
Improving student success in                  One promising developmental
developmental education is a major focus      mathematics intervention strategy related
of our institutional roadmap for FY07 and     to advising is a mandatory placement
beyond. Data analysis in 05-06 revealed       policy for all programs requiring a
three student subpopulations with             mathematics pre-requisite. An analysis of
significant performance gaps in the area of   1,512 Achieving the Dream cohort
developmental education. Developmental        students taking the COMPASS test
course success rates (C- or better) for       revealed that 95% tested into
males, African Americans, and students        developmental mathematics (three levels).
age 23-29 were 60%, 57% and 62%,              Of those attempting a mathematics course,
respectively, compared to an overall 68%      33% self-placed into the college level, and
cohort average.                               23% into a higher-than-assessed
                                              developmental level. The success rates for
Each year, approximately two-thirds of        these students in the first mathematics
incoming students require one or more         attempt were 69% and 68%, respectively.
developmental courses. Ninety-two             This compares to a success rate of 80% for
percent of our Achieving the Dream cohort     students who attempted their first course at
students who successfully complete            the assessed developmental level. Of the
                          NORTH CENTRAL STATE COLLEGE
                                  MATHEMATICS BRIEFING

160 students testing into the lowest          • Requiring an intensive three-unit
developmental mathematics level, yet            college success course utilizing the CSI
attempting the highest developmental or         from Noel-Levitz for every new
college level, the pass rate was only 61%.      student taking developmental
Implementation for mandatory
                                              • Expanding the college’s intrusive
mathematics placement is on track for
                                                advising program to include any
January 2007. A lot of groundwork has
                                                student taking a developmental
been done to prepare for implementation,
                                                mathematics course;
such as:
                                              • Sharing information with students
• Performing a comprehensive cut-off            about the high probability of starting in
  score review, studying placement              a developmental course in an effort to
  scores for 23 Ohio community                  reduce the stigma and increase
  colleges;                                     acceptance by students;
• Preparing study guides (basic skills        • Strengthening the Academic Early
  sheets) for each developmental                Alert warning system for
  mathematics course for practice on the        developmental courses; and
  COMPASS test;
                                              • Putting on free workshops for dealing
• Adopting a mathematics diagnostic tool        with mathematics anxiety and
  as part of the COMPASS assessment to          mathematics study strategies.
  help students identify areas for skill
                          CY-FAIR COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                             enrollment of 5,463, the success of
Cy-Fair College is located in Cypress,          students in the transitional programs is
Texas, just northwest of Houston. The           critical to the success of the college.
college opened in August 2003, with a
distinctive Learning Signature that infuses     Promising Intervention Strategies
all aspects of the college, from the            and Evidence of Effectiveness
facilities to the classroom. Cy-Fair            The transitional programs have structured
College’s fall 2006 enrollment is over          labs connected to each developmental
11,000 students.                                class. These labs are comprehensive,
                                                interactive, correlate with the classroom
State of Developmental Education                lessons, and are facilitated by the faculty
The developmental programs are                  member. The students are involved in a
centralized in a single division, and are not   community of learners that adds another
labeled developmental, but transitional.        component towards success. In addition,
The Transitional Math, Transitional             tutoring services are coordinated by three
English, and ESL departments in                 full-time professional educators who teach
collaboration with the library, tutoring,       at least one transitional class each
and continuing and basic adult education        semester as part of their 12-month
programs provide students with the              contract. Moreover, full-time Transition
resources necessary to build a solid            faculty assist with student tutoring as a
foundation as they make the transition          part of their student contact time. Faculty
from pre-college-level classes to college-      and the professional tutors communicate
level work. The transitions title was           and maintain an understanding of the
selected to communicate to students and         classroom and tutoring functions as they
faculty the role that the programs play in      relate to the curriculum while sharing
assisting students to “transition” from their   knowledge and making program changes
entry point to a skill level that will allow    as a team based on research data.
them to meet their educational goals.
Faculty within the programs have                The current credit level mathematics
exceptional academic preparation and            department chair serves as the transitional
experience in serving students with pre-        mathematics department chair. In any
college-level skills. The unique feature of     given semester, 50% of the transitional
the design of this program is the close         mathematics faculty chose to teach a
coordination of tutoring, counseling, and       credit-level mathematics course. Our
support services with the courses designed      course alignment is designed to build
to support student skill development. By        skills throughout the sequence into
bringing all of these units together in a       College Algebra. We have three
centralized approach, clear goals are set       transitional level mathematics courses, and
and the program design evaluated for its        beginning in fall 2006 all three will have
impact on student outcomes.                     exit exams. Students must score 50% or
                                                higher on the exit exam AND have a final
The course layout is determined by the          course average of 70% or higher to move
district in order to make moving between        to the next course. Students who meet the
colleges seamless for students. With an         course average requirement but do not
                          CY-FAIR COLLEGE
                                    MATHEMATICS BRIEFING

achieve a minimum of 50% on the exit                    semester. A Trimathalon consisting of the
exam are given the opportunity to retake                top two transitional mathematics courses
the exit exam within a week of the original             and College Algebra was taught once. The
attempt.                                                Trimathlalon is also geared towards
                                                        mature, motivated students with very clear
The Transitional Math department offers                 goals. The success rate of the trimathalon
classes that meet one, two, three, and four             format is slightly better than the traditional
days a week to meet the needs of our                    16-week courses.
highly diverse student population. All
instructors are encouraged to integrate                 Other initiatives that have been less
MyMathLab in some way. Some classes                     successful include:
meet one hour a week in a computer lab,
                                                            •   Computer-mediated courses using
and others use MyMathLab as out-of-class
                                                                the Hawkes Learning System
work. In addition, the department offers a
                                                            •   Distance learning classes taught
variety of formats that are also designed to
                                                                online using WebCT
meet the needs of our students.
                                                            •   Flex classes that meet half time on
The Fast Track format presents two eight-                       campus and half time online
week courses, back-to-back in a single                      •   Intense, two-week review for
semester. We are currently offering                             students who barely miss the
elementary /intermediate algebra, and                           placement cut score for College
intermediate/college algebra fast track                         Algebra
combinations, and we have offered pre-                  These initiatives are currently being
algebra/elementary algebra. The fast track              studied to determine what changes could
format is targeted towards mature,                      make them more successful.
motivated students with very clear goals.
The success rate in this format is                      Lessons Learned
consistently higher than traditional 16-                The key lessons we have learned are the
week courses by more than 15%.                          following:
        Spring   Fall   Spring   Fall   Spring   Fall
         2006    2005    2005    2004    2004    2003      •    Helping students find the format
16-                                                             most suitable for them can be a
          58%    57%      52%    60%      60%    61%            challenge. Many of our students
          72%    71%      71%    67%      78%    78%
                                                                have limited exposure to non-
Track                                                           lecture instructional environments.
                                                           •    Identifying and contacting students
The Trimathalon format offers three                             who are eligible for initiatives can
courses in a semester. A Trimathalon                            be difficult.
consisting of the three transitional
mathematics courses is offered each
                         KINGWOOD COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                            increases student performance and
Kingwood College is located in Northeast       retention, has been utilized within certain
Houston. Our record enrollment of 7,413        developmental mathematics classes at
for fall 2006 is comprised of 64% female,      Kingwood College over the last two years.
67% ages 24 and under, 64% Anglo, with         The SI program targets traditionally
64% attending during the weekday.              difficult academic courses–those that have
Twenty percent of our students are in a        a high rate of failing grades and
developmental mathematics class, while         withdrawals—and provides regularly
67% of our developmental classes are for       scheduled, out-of-class, peer facilitated
developmental mathematics.                     sessions.

State of Developmental Education               Student outcomes that can be expected
                                               from utilizing supplemental instruction
Our developmental mathematics program
                                               include higher course grades, fewer
is integrated with our college-level courses
                                               withdrawals, and higher re-enrollment and
and taught by all mathematics professors.
                                               graduation rates. In addition, students who
Textbooks and curriculum are carefully
                                               participate in the peer facilitated study
chosen and aligned for student success.
                                               sessions learn appropriate application of
Our district has chosen to administer a
                                               study strategies that are applicable to
comprehensive final for all of our
                                               current and future academic endeavors.
developmental mathematics classes
(incorporating Pre-Algebra, Introduction
                                               The success of the SI program is evaluated
to Algebra, and Intermediate Algebra).
                                               by tracking the student attendance in the
These standardized finals assess mastery
                                               study sessions and determining the final
of the concepts covered in each course,
                                               GPA and drop/fail/withdrawal (DFW)
which are concepts necessary for success
                                               rates for two groups of students: those
at the next level of mathematics.
                                               attending SI sessions and those not
                                               choosing to attend SI sessions.
As mentioned above, 20 percent of our
student population is enrolled in a
                                               Data for three semesters (Spring and Fall
mathematics developmental course.
                                               of 2005 and Spring of 2006) were
Because of this high percentage, we are
                                               evaluated, and the results show that of the
constantly experimenting and
                                               986 students enrolled in S.I. courses, 37.12
implementing new programs to help these
                                               % of the students participated in SI
students. Current programs include: a
                                               sessions. Students participating in SI
tutoring center, supplemental instruction,
                                               sessions had an average GPA of 2.33
extended classes, special Internet tutoring
accessibility, mentoring, access to            while those not taking advantage of the
                                               assistance had an average GPA of 1.56
classroom videos, and selecting one
                                               (.77 difference in GPA). In addition, the
textbook to span two classes for
continuity.                                    data showed that the DFW rate for those
                                               for those involved in SI was 22.95 %
Promising Intervention Strategies
                                               while those not participating in SI had a
and Evidence of Effectiveness
                                               47.58% DFW rate (a 24.63 difference).
Supplemental Instruction (SI), an
academic assistance program that
                         KINGWOOD COLLEGE
                                   MATHEMATICS BRIEFING

Lessons Learned                                   •   Comprehensive, ongoing training
The Supplemental Instruction program can              program for SI’s
make a significant difference in increasing       •   Constant communication among
the success rate and the retention of                 the SI’s, the instructors with whom
students. Key factors in developing a                 they work, and the SI program
strong SI program include:                            coordinators
   •   Initial training of SI coordinator(s)      •   Ongoing professional development
       through the University of Missouri             for SI coordinators through
       at Kansas City (developers of the              attendance at regional and national
       program)                                       training sessions and conferences.
   •   Effective referral and interview           •
       process for SI candidates
                        MONTGOMERY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                            Developmental mathematics is critical for
Montgomery College, located between            the overall success of our program. The
The Woodlands and Conroe, TX, had              entire faculty values and participates in its
8,400 credit students enrolled in              ongoing development. At this time, we
university-transfer and workforce-oriented     have 58 part-time instructors and 13 full-
programs in fall 2006. Given area              time instructors. Our part-time faculty are
demographics, including a steady rise in       valued by our entire department.
the number of first-generation, college-
bound Hispanic students, the college           Promising Intervention Strategies
expects an enrollment increase of close to     and Evidence of Effectiveness
50 percent in seven to 10 years.               Outcome Lab Assessment: This process is
                                               for all of the developmental mathematics
State of Developmental Education               classes. The course outcomes have been
Developmental mathematics is integrated        constructed and weighted by the district
into the mathematics department. In fall,      mathematic curriculum team. All colleges
we were approximately 62%                      are assessing these outcomes. With
developmental student enrollment and           continuous assessment, the students take
38% college level. The Mathematics             the outcome assessments independently of
Department serves approximately 3,400          their class, at times that are convenient for
students in fall 2006; approximately 2,100     them. The lab was developed with student
are developmental students. All of our         and faculty input. This is the process that
full-time instructors teach developmental      students indicated worked the best for
as well as college level.                      them. Students are allowed seven times to
                                               take algorithmically re-generated outcome
Our developmental and credit courses           assessments. When they finish the
outcomes have been aligned through the         assessment, they can review it with an
district curriculum team. The district chose   instructor in the room at that time.
outcome assessment for the developmental       Students must complete the assessments
mathematics classes. Montgomery College        with a 70% average and at least a 60% on
chose continuous outcome assessment in         each one in order to pass the course. The
all of our developmental mathematics           students still take in-class tests and a final.
classes. Montgomery College researched
types of assessment and the literature         The hours of the lab are flexible and
showed that continuous assessment was          created due to student requests: M-TH–
much more student friendly than “one-          7:30-9:30; F–7:30-3:00; and S–8:00-2:00.
shot” or “high-stakes” testing. Fours years
ago we piloted “outcome assessment” in         We found that students who complete the
Pre-algebra. The entire full-time faculty      prerequisite course with the outcomes
helped develop a strategy for this             have a statistically significantly higher
assessment. We then piloted it with            pass rate than those who did not have
students and faculty. Due to the overall       outcomes in the previous course. We have
success, we implemented this process into      seen this in college algebra, a gatekeeper
all of our developmental classes.              course.
                        MONTGOMERY COLLEGE
                                    MATHEMATICS BRIEFING

Some intervention strategies that we use        • Faculty and student buy-in is critical.
include a counselor within our department,        The process needs to “earn support” –
mentoring, and classroom interventions.           this is not automatic.
Other interventions include:
                                                • Obtain tech support—both internal and
•   Summer bridge program: Intermediate
    algebra students become college ready       • Create customizable software.
    for the fall by taking intermediate
                                                • Be flexible.
    algebra in a three-week time frame.
                                                • Have an ongoing reflective process.
•   Late Stat classes (1 month late): All
    developmental and college algebra
    offered day and evening.
•   Fast track classes: Pre
    algebra/Introductory Algebra;
    Intermediate Algebra: day and evening
•   Eight-week intermediate algebra
    followed by 8-week college algebra or
    Math for Liberal Arts
•   Intermediate Algebra Review (high
    compass score) followed by late start
    College Algebra or Math for Liberal
    Arts and Intermediate Algebra for
    students who are not successful.
•   Extended time developmental
    mathematics classes as an option for
•   Extended Learning Center that offers
    review and tutoring sessions that are
    aligned with our outcomes.

Lessons Learned
• It is critical to obtain student and
   instructor input.
• Communication and training is
  imperative with both faculty and
  students. This is accomplished through
  massive training for instructors on
  pedagogy, course content, and
                           MONTGOMERY COLLEGE
                                           MATHEMATICS BRIEFING

                                              Montgomery College
                               Longitudinal Study of Outcome Tested Students

Math 0308, Introductory Algebra
                Percentage of Students Passing                 Percentage of Students Passing
                Having Successfully Completed                          Without Prior
Semester              Outcomes in 0306                               Outcome Testing            Difference
Fall 2004           Outcome testing begins                        Outcome testing begins
Spring 2005                  54%                                            45%                    9%
Summer 2005                  68%                                            63%                    5%
Fall 2005                    59%                                            57%                    2%
Spring 2006                  59%                                            54%                    4%

Math 0310, Intermediate Algebra
                Percentage of Students Passing                 Percentage of Students Passing
                Having Successfully Completed                          Without Prior
Semester              Outcomes in 0308                               Outcome Testing            Difference
Fall 2004          Outcome testing begins                         Outcome testing begins
Spring 2005                  46%                                            36%                   10%
Summer 2005                  71%                                            59%                   12%
Fall 2005                    55%                                            50%                    5%
Spring 2006                  60%                                            50%                   10%

Math 1314, College Algebra
                 Percentage of Students Passing                Percentage of Students Passing
                Having Successfully Completed                          Without Prior
Semester               Outcomes in 0306                              Outcome Testing            Difference
Fall 2004           Outcome testing begins                        Outcome testing begins
Spring 2005                   73%                                           55%                   18%
Summer 2005                   77%                                           69%                    8%
Fall 2005                     84%                                           76%                    8%
Spring 2006                   80%                                           72%                    8%

  Compiled by David Benzel: Assessment Coordinator of Mathematics at Montgomery College
                        NORTH HARRIS COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                           semester. Only a few sections of block
North Harris College is nestled on a          courses are offered, as the demand for this
forested 200-acre site in the north Houston   type of class is limited. Most sections meet
area. Two satellite campuses, the Parkway     either MW or TT. Some MWF sections
and Carver Centers, are located in the        are offered as well. The demand for MWF
south part of the service area. NHC is        sections has dropped considerably as
focused on academic transfer programs,        students continue to work more outside of
developmental education, training in the      school. This together with an increasing
use of leading-edge technology in             number of students with less than stable
emerging job fields as well as serving as     home lives has reduced the demand for
north Houston’s center for the arts. The      three day a week sections. It is the strong
student body is incredibly diverse and        belief of the department that this hurts
NHC is considered a Hispanic Serving          success in these classes as students who
Institute                                     attend class three days a week tend to keep
                                              up with homework more effectively. The
State of Developmental Education              department also offers a limited number of
                                              Friday evening and Saturday morning
North Harris College’s developmental
mathematics program is integrated into a
single department with college level
                                              Students enrolled in Math 0306 and Math
mathematics. Full-time faculty teach both
                                              0308 are required to work on computer
developmental mathematics and college-
                                              labs designed to supplement the major
level mathematics courses. There are three
                                              objectives of the course. This software was
courses offered by the department that are
                                              written by a member of the department
considered developmental. These courses
                                              and is written using Authorware. The
are Pre-Algebra (Math 0306), Introductory
                                              software allows students to access hints
Algebra (Math 0308), and Intermediate
                                              for working problems if they run into
Algebra (Math 0310). The percentage of
                                              trouble. Most instructors spend an hour a
sections of developmental mathematics
                                              week with their classes in the lab. This is
that are taught by adjunct faculty is
                                              generally not enough time to finish the
considerably higher than the percentage of
                                              labs. Students can access the labs at home
sections of college level math courses
                                              via the Internet and WebCt.
taught by adjunct faculty.
                                              There is a districtwide (NHMCCD)
Each of the developmental math courses is
                                              Curriculum Team that oversees the
taught as a 64-contact hour class.
                                              outcomes for each of these courses. This
Generally, this means each developmental
                                              team consists of two members from each
class meets for 3 hours per week for
                                              of the five NHMCCD colleges. The
lecture and 1 hour per week of lab time.
                                              Curriculum team also oversees final
Block classes are the only developmental
                                              assessment for each of the developmental
classes taught as 48 contact hour classes.
                                              courses to ensure that student performance
The block classes meet 6 hours per week
                                              on the major outcomes is being assessed
for eight weeks. They offer motivated
                                              and that this assessment is equivalent. The
students the opportunity to take two
                                              type of final assessment used by each of
developmental classes in the same long
                        NORTH HARRIS COLLEGE
                                   MATHEMATICS BRIEFING

the colleges varies considerably. Currently    tutors. These tutors are advanced students,
at NHC, we have a system in place where        adjunct faculty, and fulltime faculty.
we have created computerized exams that
cover the 10 major outcomes in Math 0310       Other resources available to our students
and the 9 major outcomes in Math 0308.         include videos that are tied to each
These “outcome tests,” as we call them,        individual topic in the developmental
are currently under development for Math       sequence. These videos were all produced
0306 and will be implemented for that          in house by different professors in the
course in fall of 2007. Students cannot        department. They are available on VHS
pass Math 0308 or 0310 without a               and DVD format. Students can check as
cumulative score of at least 70% on these      many as three of these videos out of the
Outcome Tests. In addition, the final          library at a time. Students also have access
average on these Outcome Tests must            via the department website to live on-line
count at least as much as a major exam         tutoring via WebCt. Tutors staff this site
grade in the final average. Students may       several hours per week.
take these Outcome Tests multiple times,
if they wish to raise their score. They can    Promising Intervention Strategies
take each test as many as 10 times. The        and Evidence of Effectiveness
highest score for each individual test is      A promising project the department has
counted when a student is calculating their    embarked on is being undertaken in
Outcome Test average. This testing             collaboration with Nimitz High School.
package was written by the same                Nimitz is located down the block from
instructor who wrote the software for our      NHC and is in Aldine ISD. This project
0306 and 0308 computer labs. When              will address the problem of high school
students finish an Outcome Test they have      students who finish with Algebra II or Pre-
the option to print a page that gives them     Calculus in high school only to be placed
resources which they can access for help       in a developmental math course at North
on areas in which they did not score well.     Harris College because they are not ready
                                               for College Algebra. In close consultation
 At North Harris College, developmental        with NHC, Nimitz is offering a local credit
education is a top priority to ensuring        math course for seniors who have taken
student success. In the department, we         Algebra II their junior year and were not
have a lead faculty member who oversees        likely to enroll in a math class their senior
the developmental courses, an exit             year. This course is being called
Assessment coordinator who oversees the        “Preparation for College Mathematics.”
Outcome Testing process, a Math Lab            The curriculum in this course is the exact
Director and a Math Lab Coordinator. The       curriculum used by NHC in Math 0308
director oversees payroll and budgetary        and Math 0310. In fact, they are using the
issues. The Coordinator oversees the Math      same text that is used at NHC. The
Lab tutors. Each of these positions also       instructor in this course has sample syllabi,
contains teaching assignments as well as       exams and other material from NHC and is
the specialized duties connected to the lab.   basing assessment on the model
The Lab is open 7 days a week and offers       established by NHC. Five sections of this
students the opportunity to work with          class made and there are over 120 students
                        NORTH HARRIS COLLEGE
                                   MATHEMATICS BRIEFING

enrolled. NHC is working closely with the
high school on this project. Beyond
providing curriculum information, the
department chair and other faculty from
NHC will be visiting with these sections
periodically during the semester to discuss
college preparation issues. NHC will be
offering testing to these students during
the spring to assess whether this course is
preparing these students for college level
work in mathematics. The intent is for
these students to have access to the lab
software used at NHC and to take the
same Outcome Tests that are used at NHC.

The statistics have been well known for
several years. Significant percentages of
local high school students who had taken
Algebra II or Pre-Calculus in high school
were not being prepared for college level
mathematics at NHC or anywhere else.
The solution to this problem has been
difficult to get to, mainly because both the
college and the high schools were too
intent on protecting their reputations rather
than solving the problem. It took a local
high school teacher, Christine Kilcoyne, of
Nimitz HS, to put aside the blame game
and say, “let’s do something!” Based on
her efforts a truly collaborative effort has
started to address the problem of high
school students not being prepared for
college. This project formally started this
semester, so there are no results yet.
However, the early signs are all positive.
Several local high schools are very
interested in offering similar courses for
seniors. The lesson learned has been “put
aside whose fault these problems are and
realize it is everyone’s fault and
everyone’s duty to try do something that
will positively impact students.”
                          TOMBALL COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            courses. Although each campus has the
Tomball College and its satellite campus       flexibility to provide their own form of
(Willow Chase Center) are located 13           exit assessment, the Curriculum Team
miles apart on SH 249. The main campus         members review each other’s assessment.
is in Tomball, Texas, and about 60% of         Currently at Tomball College, we have a
the approximately 8,000 Fall 06 students       departmentalized final exam for all three
take courses at this campus and                of our DS courses, which all students must
approximately 40% of the enrollment            pass with at least a 50% to progress to the
takes courses at the Willow Chase Center.      next course. If a student is passing the
Coincidentally, approximately 60% of the       class with at least a 70% (including the
total enrollment is female. Other special      grade received on the final), but fails to
populations represented are African            pass the final with at least a 50%, then the
Americans (8%), Hispanics (15%), Asian         student is given one additional chance to
(6%), and International students (2%). The     pass the final at the 50+% level and
average class size Fall 06 in mathematics      progress to the next course. We are also
classes was 22.7 students.                     piloting a program in our Pre-algebra and
                                               Introductory Algebra courses, which
State of Developmental Education               requires our students to pass a test for each
                                               individual outcome for the course (8 and 9
Tomball College’s developmental
                                               outcome tests, respectively). These tests
education programs are located in the
                                               are computerized using MyMathLab
same division. DS English and DS math
faculty routinely collaborate on initiatives
to improve student success. Additionally,
the DS math program has initiatives that       Promising Intervention Strategies
are unique to it. DS math and college-level    and Evidence of Effectiveness
math are integrated into a single              At Tomball College, developmental
department, and full-time faculty teach        education is a top priority to ensuring
both DS math and college-level math            student success. We have both a DS Math
courses.                                       and a DS English Coordinator who
                                               oversees the developmental education
Tomball College offers three                   progress and works to ensure that our
developmental math courses, Pre-Algebra,       program is benefiting our students. We
Introductory Algebra, and Intermediate         work closely with our Extended Learning
Algebra. Each of these courses is a four-      Center and provide around 80 hours per
credit-hour course, with three hours for       week of mathematics tutoring to our
lecture and an additional hour for lab. We     students. Both full-time and part-time
have districtwide (NHMCCD) course              instructors take part in this program. We
outcomes that are reviewed by the District     also offer math study groups, usually made
Curriculum Team consisting of one              up of three to seven students in a common
member from each of the five campuses.         course. They meet once a week for 1 hour
These outcomes are reviewed for both           with a full-time or part-time instructor.
vertical and horizontal alignment. The         These math study groups are close-knit
District has also implemented district-wide    groups of students who share a common
exit assessments for each of the DS            goal. We are offering eight study groups
                          TOMBALL COLLEGE
                                   MATHEMATICS BRIEFING

for Developmental Math this semester. In        Although only four students were enrolled
addition, our statistics show that our          in this refresher course, our results were
students perform better in college-level        outstanding. One student, who did not
mathematics if they have successfully           complete the requirements of the class,
completed Math 0310 in our development          retested with Compass and again placed
sequence than those students who directly       into intermediate algebra. His retest score
place into college algebra. We are also         did improve by three points, but it was not
currently seeking NADE certification,           high enough to place the student into
which we hope to complete by fall 2007.         College Algebra. However, two other
                                                students completed the course and scored
During the fall 2006 semester, we piloted       much higher on the retest. One student
our newest intervention strategy. We            scored 25 points higher on the retest, while
offered a one-hour “refresher” course for       the other student scored 31 points higher!
students who were close to placing into         These two students scored high enough to
College Algebra but just needed a quick         place into Elements of Calculus! However,
refresher of Intermediate Algebra. We           both students did choose to take college
only chose students who scored within           algebra. We plan to track their success.
five points of placing into College Algebra
on the Compass test. We offered an              We are planning on doing the Refresher
“intense” two-week course in Intermediate       Course again in the spring and hope to
Algebra which met face to face for four         target more students. We plan to advertise
hours both weeks and then each student          this course option more in the future and
was required to spend an additional eight       plan for our counselors and advisors to aid
hours during two weeks working                  us in choosing those students who meet
independently using the software,               the criteria for placement. Additionally we
MathXL. Each class period a review was          have moved the Refresher Course to a
given by the instructor. He then lectured       more attractive time slot Spring 07. We
and answered questions as needed on a           feel that there is a definite need in this type
somewhat individualized basis. Then the         of intervention and hope to improve our
student was given a test using MathXL,          success even more.
which identified each student’s
weaknesses and assigned him/her an              Lessons Learned
individualized study plan. At his/her own       The biggest lesson learned when
pace, each student followed this study          implementing our “refresher” course was
plan. At the end of the two weeks, each         to make sure we targeted the appropriate
student was retested using Compass. If the      students. Not only do these students need
student tested at college level, she/he was     to fit the testing criteria, but they also need
placed into a College Algebra late start        to be aware of the intensity of this type of
class. Otherwise, the student was placed        course. From day one, the students are
into a late start Intermediate Algebra class.   expected to work hard to ensure
The late start classes meet for 14 weeks        completion of the course. We also know
rather than the traditional 16-week class.      that although a borderline student may be
                                                placing into the next level, this type of
                                                intense course is not for everyone. Also,
                          TOMBALL COLLEGE
                                  MATHEMATICS BRIEFING

our students needed additional time to        software prior to the first day of class, so
spend on this type of course up front, both   that no time was lost. It would have been
in their school schedule and their personal   helpful if the students also had a quick
schedule. In addition, our students were      one-hour class on how to use the software
also responsible for purchasing the           prior to class.
                                  MATHEMATICS BRIEFING

Institution Profile                            skills to be successful in subsequent
Located in Bethlehem, Pennsylvania,            college-level courses. To that end,
Northampton Community College (NCC)            MATH020 Pre-algebra was created. The
is one of few community colleges that          mathematics department felt that some
offer campus housing. In fall 2005, NCC        students were deficient in some of the
enrolled 8,754 full-time students. NCC’s       prerequisite skills to be successful in
student population is comprised of 63%         elementary and intermediate algebra. The
female, 37% male, 6.6% African                 course was offered last semester for the
American, 9.6% Hispanic, 1.8% Asian,           first time. Data are being collected by the
.2% Native American, 1.1% Nonresident          mathematics department to determine the
Alien, 76.2% White, and 4.5% Unknown.          student success in subsequent courses.
                                               Students who obtain a final grade of B or
State of Developmental Education               better, with a strong recommendation of
                                               the instructor, may be enrolled in
Northampton Community College’s
                                               MATH026 Intermediate Algebra or
developmental education is integrated
                                               MATH028 Elementary and Intermediate
within the mathematics department.
                                               Algebra combined.
Currently there are three sections of Pre-
algebra, 19 sections of Elementary
                                               About 95% of the students who take the
Algebra, and 10 sections of Intermediate
                                               mathematics placement test need remedial
Algebra. There is a varied delivery method
                                               courses. The mathematics department is
for sections of Elementary Algebra and
                                               looking for alternative methods for
Intermediate Algebra. Some sections are
                                               placement testing. During the first week of
taught via Academic Systems, some are
                                               the spring semester 2006, some faculty
project-based, some sections are distance
                                               members piloted Accuplacer in their
learning, and some are traditional lecture.
                                               already established courses. These courses
In order to maintain a continuous flow, the
                                               ranged from elementary algebra through
mathematics department has adopted the
                                               college algebra. At the end of the
same textbook/author for each of the
                                               semester, the faculty compared the final
sections and levels for the developmental
mathematics courses with the exception         grades with the grades the students
                                               obtained in the placement test. Due to the
for the project-based and Academic
                                               length of time the test requires to
Systems. Assessment is instructor
dependent, although for distant learning, at   complete, some courses only met for 50
least 60% of the graded work must be           minutes while others had a longer period.
proctored. Although there is no                The results were not significant. Some
departmental final exam, some common           speculations came to surface and further
questions are asked for each of the            study needs to be established.
different delivery methods.
                                               We have also implemented the use of
                                               Pennsylvania State System of Assessment
Promising Intervention Strategies
                                               (PSSA) scores as a way of placing
and Evidence of Effectiveness
                                               students. The same method is being used
The mathematics department has worked          for SAT-MATH scores.
diligently to ensure that the outcomes for
the developmental courses are
appropriately aligned with the necessary
                         NORTHAMPTON COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Lessons Learned                                 scores with success in the courses in which
The mathematics department feels that           students enroll.
although a new placement test must be
administered, other measures must be            Due to the fact that MATH020 was
taken into consideration until this matter is   offered last semester (spring 2006) for the
resolved. SAT-MATH and PSSA scores              first time and those students are now
are helping with such initiatives. The          enrolled in MATH026, MATH022, or
mathematics department is in the process        MATH028, we will be collecting data to
of collecting data to determine a               substantiate the creation of MATH020.
correlation between SAT-MATH or PSSA
                           NORWALK COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                            The mission of the Developmental Studies
Norwalk Community College (NCC) is an          Division is to provide quality education
open admission two-year public college         and support resources to our students,
located in the suburb of Norwalk, CT. The      enabling them to master the skills and
college offers more than 40 associate          concepts necessary for success in college-
degree programs and 26 certificate             level courses. An assessment study done in
programs. The fall 2006 enrollment is          fall 2005 revealed that students who had
6,040. The majority of students are first-     successfully completed the Developmental
generation college with 30% qualifying for     Studies Introductory Algebra course
financial assistance. Sixty-five percent are   passed the subsequent credit mathematics
part-time; 61% are female; and the             course, Intermediate Algebra, at virtually
average age is 30. Minority student            the same rate as those students who placed
enrollment is 47% (22% Hispanic, 20%           directly into this course. This study
Black, and 5% Asian). Sixty to seventy-        indicates that the division course has
five percent of new NCC students place         accomplished its goal, which is to prepare
into developmental courses. NCC has 100        students for success at the next level.
full-time and 384 adjunct faculty. The
faculty-student ratio is 1:12.                 Developmental education is critical to the
                                               overall student success effort and the
State of Developmental Education               college’s mission. Forty to 50 percent of
                                               the students in each graduating class began
Developmental education courses at NCC
                                               their studies in one or more developmental
are housed in the Developmental Studies
                                               courses. Of note is NCC’s major and very
Division. Placements are determined by
the College Board’s Accuplacer                 public commitment to an enhanced
computerized placement examinations in         nursing and allied health program. Many
                                               of our nursing and healthcare students
conjunction with students’ prior academic
records and personal interview, where          begin in our department. Furthermore, the
                                               Writing Center, the Tutoring Center, the
appropriate. A well-articulated alignment
between the Developmental Studies              Student Support Services Program, and
                                               Services for Students with Disabilities, are
Division and the other academic
                                               vital resources that are available to all
departments of the college enables our
students to experience a smooth transition     NCC student and are under the auspices of
                                               the Director of the Developmental Studies
to college-level courses.
                                               Division. Clearly, the Developmental
                                               Studies Division is vital for a successful
There are two levels of developmental
                                               college experience for NCC students.
reading and writing courses and two levels
of developmental mathematics courses.
Successful completion of each course is        Promising Intervention Strategies
determined by departmental exit                and Evidence of Effectiveness
assessments. Students who achieve a grade      Prior to fall, 2002, two mathematics
of C- or better in their required              courses were offered in the Developmental
developmental courses may enroll in            Studies Division at NCC: MAT 075 Pre-
credit-bearing courses in accordance with      algebra – Number Sense, Geometry and
their plan of study.                           MAT 094 Introductory Algebra. Studies
                                               showed that students entering MAT 075
                            NORWALK COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

with the lowest mathematics placement          Lessons Learned
scores had the lowest successful               Computation practice and additional
completion rate. To assist these students      classroom time have proven to be
and to help promote their success, MAT         beneficial to the targeted population.
073, a four-credit version of MAT 075,         However, placement in MAT 073 is
was designed and implemented. The              suggested but not mandatory. At times,
course content is identical to that of MAT     students opt for convenience instead of the
075 but with an added day of instruction,      more prudent course of action. Additional
which allows for more extensive                in-depth assessment of this intervention
computation practice and supplemental          strategy will continue so that we can
computerized lab work.                         determine additional need (e.g., evening
                                               classes) and implement a more deliberate
Successful completion of MAT 073 is            advising process.
determined by the same departmental exit
assessment used for MAT 075. Students
who achieve a grade of C- or better in
MAT 073 or MAT 075 may enroll in
MAT 094, Introductory Algebra.

One section of this new course was offered
for the first two semesters (fall, 2002 and
spring, 2003). Since then two sections are
being offered each semester.

Assessment data showed that the pass rate
for students who were eligible for and
completed MAT 073 was 56%. The pass
rate for students who were eligible for
MAT 073 but enrolled in and completed
MAT 075 instead was only 43%.

This intervention strategy allows the
targeted population to expedite their time
in developmental courses and improves
the likelihood of their progress to credit-
bearing courses as well as to graduation.
                        PAUL D. CAMP COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            building success for them increases
Paul D. Camp Community College is              success for all.
located in southeastern Virginia.              Promising Intervention Strategies
In fall 2006, our FTE was 585 and total        Developmental Math courses are lecture
headcount was 1067. In 2005, the student       and not collapsed and require weekly
population was 60% White, 37% Black,           attendance.
and 3% Other; 34% were male and 66%
were female.                                   The targeted population is all students in
                                               developmental mathematics courses.
Its fall 2006 Developmental Math
enrollment was:                                The college measures successful outcomes
Fall MTH 02 - 72                               as:
MTH 03 - 78                                        • successful completion of
MTH 04 - 40                                           developmental mathematics
                                                      courses and a reduction in the
State of Developmental Education                      number of times a students repeats
There are no full-time developmental                  a course.
faculty. All faculty teach developmental           • success in transfer courses after
education as well as transfer-level courses.          completing developmental courses
We do not have a physical office                   • increased attendance and
designated for developmental studies.                 participation in class.

In fall 2004, 74% of former developmental      Students are given a departmental final
mathematics students (from the past three      exam to measure comprehension and
regular terms) earned a “C” or above in a      retention of material covered in the
credit-level mathematics class vs. 80%         courses.
who did not take a developmental
mathematics class (“Ws” are counted as         Classes were un-collapsed in Fall 05 and
non-completers). This compares to 84%          attendance monitoring began in Spring 06.
for former developmental mathematics           Data are collected each semester.
students and 73% for non-developmental
mathematics students in fall 2003.             Lessons Learned
                                               Students responded favorably to single
Success for developmental education is         topic courses and instruction was more
critical at PDCCC. We are concentrating        efficient without being collapsed; student
on a number of initiatives toward              attendance was correlated to grades—the
developmental students and the                 higher the attendance rate, the higher the
developmental curriculum to ensure             pass rate; students receive more attention
success. A large number of students are        and make more progress when classes are
need developmental classes; therefore,         not collapsed; and instructors can provide
                                               more individual support.
                                   MATHEMATICS BRIEFING

Institution Profile                             activities of the curricula in which students
Community College of Philadelphia               have indicated an interest. The intent is to
(CCP) is the largest public institution of      forge better linkages with content courses
higher education in the Philadelphia region     in various curricula to provide students the
and the sixth largest in Pennsylvania. It is    opportunity to develop academic
the largest single point of entry into higher   competencies within a context that more
education for minorities in Pennsylvania        closely reflects the challenges which will
and is the city’s only public, two-year         be presented to students at Community
college. CCP provides career training in        College of Philadelphia or elsewhere. The
more than 60 programs in Science,               connection to curricula further reflects the
Engineering, Technology, Business,              thinking that Developmental Education is
Health Care, Social and Human Services,         the responsibility of faculty across the
and Liberal Studies. The College has            college. The overall goal is to improve the
established articulation and dual               success rate of students along a continuum
enrollment agreements with four-year            of academic study through a more tightly
institutions in order to streamline transfer    coordinated programmatic response.
opportunities and has numerous programs
that maximize the opportunity for success       Managing students’ entry into the
for high school students. The student           Developmental Education program is
population has traditionally been               critical to student success. Beginning with
representative of the diverse nature of the     the initial assessment, registration/advising
region’s population.                            experience and new student orientation
                                                and continuing through the academic and
State of Developmental Education                support experiences in the Developmental
The Office for Developmental Education          Education program, the expectations for
                                                success are clearly and consistently
is housed in the Division of Educational
Support Services and is coordinated by a        represented. Students need to have an
                                                awareness of why they are in
Director of Developmental Education. The
primary mission of developmental                developmental education, to acknowledge
                                                their strength and weaknesses, to
education at Community College of
                                                understand what it takes to be a successful
Philadelphia is to prepare students to
succeed in the college’s collegiate             college learner, and to formulate a plan of
                                                action to move toward success in college-
programs of study in the liberal arts,
                                                level curricula. A sense of community and
sciences, public service, business, health
                                                identity with that community by students
careers, and career technologies. The
                                                and faculty help to maintain motivation
academic competencies (reading, writing,
                                                and focus and fosters a seriousness of
mathematics, computer literacy, library
skills, critical thinking) attained through
the developmental education and the
                                                A significant piece of the mission and
college’s programs provide students with
                                                vision for Developmental Education
the foundation for college transfer,
                                                involves short- and long-term evaluation
employment, and life-long learning. The
Developmental Education program                 of student learning. Systematic and
connects academic competencies in               consistent evaluation of student learning
meaningful ways to the content and              and of designed program interventions to
                                   MATHEMATICS BRIEFING

improve learning is conducted to assess            (e.g. computerized weekly homework
student progress and the Developmental             assignments)
Education program’s movement towards
                                               •   Provide more opportunities for faculty
accomplishing its mission.
                                                   to engage in discussions relating to
                                                   developmental mathematics (e.g. web
Promising Intervention Strategies
                                                   page, discussion-board
and Evidence of Effectiveness
The Mathematics Department, recognizing
the need to address concerns regarding         •   Create support materials for instructors
student performance in developmental               and students
mathematics courses, developed a pilot         •   Increase the accuracy of placement of
plan to address these concerns. The plan           students into developmental
was the result of intensive review of the          mathematics courses
literature, examination of the current
curriculum and the review of
developmental mathematics at 12                Lessons Learned
community colleges that were selected by       Faculty worked during the spring 2006,
the League for Innovation in the               summer 2006 semesters to prepare
Community College as vanguard colleges         materials to implement the pilot program
in the nation. The main directions of the      during the spring 2007 and fall 2007
proposed changes for developmental             semesters. During the fall 2006-semester
mathematics are:                               faculty have worked with the college
                                               scheduler to re-structure courses and will
•   Place more emphasis on standard            be preparing materials to assist students
    arithmetic as the foundation of future     and advisors in understanding the nature
    knowledge.                                 of the pilot program. At the conclusion of
                                               the pilot, a statistical analysis will be done
•   Expose students to a large diversity of    for the following:
    problems that present key ideas and
    concepts from a variety of                 • Passing rate of students in
    perspectives.                                developmental mathematics courses
•   Promote the importance of teaching         • Passing rate of students who move on
    students the precise use of                  to a second level developmental
    mathematical language.                       mathematics courses and to a pre-
•   Present some fundamentals of logic           calculus course.
    (conjunction, disjunction, negation,       • Understanding of concepts covered in
    implication) earlier in a student’s          developmental mathematics courses.
    experience of developmental
    mathematics.                               • Analysis of demographic factors and
                                                 performance in developmental
•   Change the amount of time permitted          mathematics courses
    for covering the material in
    developmental mathematics courses          • Feedback from students as to their
                                                 experience of the re-designed
•   Integrate the use of technology into         developmental mathematics courses
    developmental mathematics courses
                           PRAIRIE VIEW A&M UNIVERSITY
                                  MATHEMATICS BRIEFING

Institution Profile                           THEA Math score of 216-225: Enroll in
Founded in 1876, Prairie View A&M             MATH 0200 which is called Pre-Algebra.
University is the second oldest institution   If student earns a grade of ‘C’ or better,
of higher education in Texas. Its main        he/she must retake THEA. If THEA is
campus is located in Waller County about      passed, TSI requirement is satisfied. If
40 miles northwest of Houston, Texas. It      THEA is not passed, student must take
has a fall enrollment of approximately        MATH 0133. If student earns a grade of
8,000 students. Being a member of             ‘C’ or better in MATH 0133, TSI
Historically Black Colleges and               requirement is satisfied.
Universities (HBCU), the majority of the
student population is of African American     THEA Math score of 200-215: Enroll in
origin.                                       MATH 0113 which is called Basic
                                              Mathematics I. If student earns a grade of
State of Developmental Education              ‘C’ or better, he/she will take MATH
Developmental education at the university
is provided at a centralized location. The
                                              THEA Math score below 200: Enroll in
Division of Academic Enhancement, a
                                              MATH 0100which is called Mathematics
part of the University College, provides
the developmental education in all three      Basics Lab. This class is graded pass or
disciplines (i.e., reading, writing, and      fail. The student may also exit this level by
                                              retaking the THEA test and scoring 200 or
                                              higher on the retake. If a student passes
                                              MATH 0100, the student moves up to
The Developmental Education Plan
                                              MATH 0113.
emphasizes success in developmental
courses (DE) as an avenue to satisfy the
                                              Developmental education at Prairie View
Texas Success Initiative (TSI)
                                              A&M University is very critical to overall
requirements. Students are placed initially
                                              student success because of the university’s
in the DE sequences based on their THEA
                                              mission to serve under-prepared and
scores. Progression through the sequences
                                              under-served students. In the fall session
is based on successful completion of the
                                              of 2006, enrollment in all three DE
class work or improved test scores. The
                                              disciplines is 1753 out of which 978
placement in the DE mathematics
                                              students are enrolled in DE mathematics.
sequence takes place as follows:
                                              DE courses help students strengthen their
                                              fundamental skills, which the students are
THEA Math score of 230 or higher: TSI
                                              then able to apply to the related courses of
mathematics requirement is satisfied.
                                              their major field of study, thus increasing
Enroll in College Algebra course.
                                              their chances of academic success.
THEA Math initial score of 226-229:
Enroll in MATH 0133 which is called           Promising Intervention Strategies
Intermediate Algebra. If student earns a      and Evidence of Effectiveness
grade ‘C’ or better, TSI mathematics          In fall 2004, we increased the contact
requirement is satisfied.                     hours of our lowest level of the DE
                                              mathematics course (MATH 0100) from
                                              two to three. The additional hour was
                             PRAIRIE VIEW A&M UNIVERSITY
                                    MATHEMATICS BRIEFING

added as a mandatory computer lab. The
goal was to increase the pass rate of
students taking the course so that students
could move up the DE mathematics
sequence to enter the college algebra
course and succeed in it. We have been
continuing with this strategy since then.

A comprehensive departmental exam is
given to all students taking this course to
measure the success rate of students. The
results for four semesters have been

Lessons Learned
Based on the results, the failure rate of
students in MATH 0100 before the
implementation of the strategy was as

Fall 02   Spring 03     Fall 03    Spring 04
 38%        43%          32%         60%

After the implementation of the strategy,
the failure rates of students for four
semesters have been observed as follows:

Fall 04   Spring 05     Fall 05   Spring 06
 30%        49%          32%        41%

While no definite trend emerges from the
data, the introduction of computer lab
gives students a chance to explore the use
of technology to supplement their class
                              RENTON TECHNICAL COLLEGE
                                    MATHEMATICS BRIEFING

Institution Profile                              unambiguous pathways between the
Renton Technical College is located just         embedded instruction and the ancillary
south of Seattle. The student body is            classes that lead to degrees. Second, the
diverse, with 50% females and 40%                college now offers stand alone
students of color. Fall enrollment is 9,915      developmental education classes to help
students. Although only 23% of students          students prepare for the English and math
are full-time, they represent the greatest       classes needed to achieve a two year
number of full time equivalencies (FTEs)         degree. Both of these efforts are in the
because of the design of the vocational          beginning stages and we look forward to
programs                                         our contacts through the Achieving the
                                                 Dream resources to help us strategize
State of Developmental Education                 ways to improve these initiatives,
                                                 particularly around the area of placement
Developmental education at Renton
                                                 and assessment.
Technical College is primarily integrated
into vocational programs but within the
                                                 While RTC has students who transfer to
past two years, the college has created
                                                 four-year colleges, for most students the
developmental classes in math, English,
                                                 definition of success is not defined by
and speech.
                                                 whether they can transfer but whether they
                                                 can get a job in their field of study and be
Students at Renton Technical College
                                                 successful in that job. For many students
typically register for a program rather than
                                                 in many career fields their employability is
individual courses. They attend classes 30
                                                 affected by their lack of basic skills. For
hours a week and the programs are
                                                 example, a student in a medical office
designed to be inclusive of appropriate
communication and computation classes.           program might understand insurance
                                                 billing, diagnostic coding and medical
Students who want a degree take four
                                                 terminology, but her lack of English
general education classes in addition to
                                                 grammar can thwart her efforts at being
their program. While this model was
effective at the time the college was            hired.
created and still is effective for some
programs, more and more vocational               Promising Intervention Strategies
programs are requiring higher levels of          and Evidence of Effectiveness
communication and computation. At the            Renton Technical College has a high
same time, the need for remediation seems        percentage of students who are English-as-
to have increased as the campus attracts an      a-second language (ESL) learners. These
increasingly diverse student body. Many          students have difficulty in mathematics,
students simply are not ready for college        not because they do not understand the
level courses in math or composition at the      mathematical concepts, but because they
end of their vocational program.                 do not have the language skills to
                                                 understand the statement of the problem.
The college has responded to the changing        The college has a history of pairing a
needs of the workforce in two ways: First        discipline instructor and an ESL instructor
there is an incipient effort at the college to   within a classroom that has been quite
insure that embedded instruction has clear       successful. Nursing is a high wage/high
learning outcomes and that there are             demand area in Washington State and the
                             RENTON TECHNICAL COLLEGE
                                   MATHEMATICS BRIEFING

college is overwhelmed with applicants.         has allowed the college to supply
As an open entry institution, everyone who      classrooms with technology to support
is qualified can enter the program strictly     student needs. Computer support can
on a first come/first served basis.             include such options as a customizable set
However, our ESL nursing students tended        of screen display options and audio
to have poor success rates in both the          capability. Another less technical UDL
program prerequisites and in the program        strategy is using a three column method
itself. So two years ago, the college piloted   for taking math notes. This method was
a program where a cohort of ESL students        developed at the Math Center at Idaho
would go through the nursing prerequisites      State University. The first column keeps
and the program with an ESL instructor          track of the math terminology, the second
co-teaching. While it is still a pilot, the     has examples that are done in class and the
results have been very positive and a           third has the explanations and rules. If the
second cohort started last year. Students       instructor works the examples on the
who are now in the third quarter of math        board but gives the explanation verbally,
can function independently because they         this method can help the student keep all
had that intense support through their first    of the pieces together. For the instructors
two quarters of math.                           at Renton Technical College, the UDL
                                                project has given them considerable
Another intervention strategy that has been     knowledge about learning disabilities and
successful in several programs, including       most importantly a resource for helping
accounting, is peer tutoring. The college       students.
created a student success center that helps
connect students who need math tutoring         While all of these strategies work, we are
with peers who have experience with the         excited about the Achieving the Dream
requirements of particular programs. The        initiative and using data to quantify what
anecdotal data is very supportive of this       strategies work best and in what
effort and empirical evidence regarding         circumstances.
the success of this program will be
collected as a part of the Achieving the
Dream initiative.

A third intervention strategy, the Universal
Design for Learning (UDL) project,
targets students with learning disabilities
but has helped all students. A central
feature of UDL is its ability to adapt to
students with different perceptual and
cognitive needs. There are many different
approaches that are offered depending
upon the student need and the classroom
configuration. Computer technology can
be used to give students multiple options
to support mathematical problem
description and problem solving. A grant
                                 SAN JACINTO COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            developmental courses adequately prepare
Located in east Harris County, San Jacinto     students for their first academic course.
College has an annual total enrollment of
22,000 students from six public school         The College has placed developmental
districts and a diverse population of more     education at the center of student success
than 500,000 residents. Sixty-eight percent    for the college. The large number of
of all FTIC students need at least one         underprepared students who enroll in San
developmental education course. All            Jacinto College requires that attention to
campuses serve a large number of               their success be at the center of new
economically and academically at-risk          initiatives. The Title V Coordinator and
students.                                      District Developmental Education Director
                                               is part of the Core/Implementation Team
State of Developmental Education               for Achieving the Dream. It is widely
The College has an Executive Director for      accepted that in order for the College to
Developmental Education who is                 have viable transfer and technical
responsible for all developmental              programs, students need to be successful
education programs in the district and         in developmental courses. Objectives of
attempts to develop common standards           the Title V Grant fit with the objectives of
and operating procedures throughout the        Achieving the Dream.
district. Each campus has a unique
structure to its developmental programs.       Promising Intervention Strategies
The North campus has a centralized             and Evidence of Effectiveness
developmental program that is contained        Fast Track is offered on several campuses
in a Division with equal status to all other   for developmental mathematics and
divisions on that campus. They have their      College Algebra in an eight-week
own budget, department chairs, and             framework. Results indicate that students
faculty. Academic faculty often teach          did as well or better than students enrolled
developmental courses and some                 in a more traditional format. Analysis of
developmental faculty teach academic           data is on a semester basis, and we will be
courses. The Central and South campuses        adding longitude analysis in the near
do not have a separate developmental           future.
division. Developmental courses are
contained in academic departments for the      High School Math Project was a
most part but do have separate budgets         collaboration between area high schools
from academic courses. Faculty teach both      and the developmental mathematics
academic and developmental courses on          instructors. Area mathematics teachers
those campuses.                                developed a high school course based on
                                               the College’s curriculum. Successful high
Alignment of developmental and credit          school students would then be eligible for
course outcomes and assessments are            Dual Credit College Algebra in the spring
addressed on a regular schedule. District      semester. This is the first semester of this
committees and administrators monitor          project and no data have been collected to
this practice. A new Title V Cooperative       this point.
Agreement Grant also provides for a
review of the alignment to ensure that
                                  SAN JACINTO COLLEGE
                                    MATHEMATICS BRIEFING

Each Campus has established new Student         The targeted population is students
Success Centers through collaboration           enrolled in developmental courses and
efforts between student services and the        gateway courses on all campuses.
Title V Grant. The retention specialists,       The expectation is that students will
housed in the Centers, have an Early Alert      progress through their developmental
program that identifies at-risk students        coursework and then successfully
early in the semester and intervention          complete the college-level courses taken
activities are applied to those students who    after developmental coursework is
are identifies as needing additional            completed.
assistance or guidance. Data are being
collected on the usage of the facilities and    Math has common college-wide exit
the level of student success for students       exams for mathematics. We use a common
who take advantage of the facility. Data on     syllabus and student learning outcomes
the effects of Early Alert have been            across the college. Institutional
collected and modifications to that             effectiveness planning documents include
program are a result of the data.               assessment of student learning outcomes
                                                and are reviewed each planning cycle.
Math Anxiety and Study Skills Workshops
are provided on all three campuses in           Lessons Learned
different formats. These workshops              In all our intervention strategies, the key
address the unique needs of mathematics         lesson learned is that we must continually
students and provide them with coping as        evaluate the results and make changes
well as instructional strategies. Statistics    accordingly. Neither these activities nor
are collected in regards to students who        our student characteristics are stagnant,
attend and their GPA’s or grade in that         which necessitates altering the program,
course.                                         based on data, to meet the needs of the
                                   SAN JUAN COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                             science courses. At the Administrative level,
San Juan College (SJC) in Farmington, New       we need stronger support.
Mexico is located in the southwest region of
the United States in the four corners area.     Promising Intervention Strategies
Founded in 1956, SJC is a 2-year public         and Evidence of Effectiveness
comprehensive community college that            The math department is piloting several
enrolls about 9,000 students per semester in    developmental courses by offering courses
credit programs. The college’s enrollment       in various forms: Offering day math course
consists of 27% Native American and 11%         four days a week (Monday – Thursday) for
Hispanic populations.                           1.25 hours instead of the traditional three
                                                days a week for 1.5 hours; offering
State of Developmental Education                Learning Communities courses (several
Developmental education location in the         developmental math courses are
institution is integrated. The Math             immediately followed by a Learning
department faculty continues to support         Communites course (LRNS) devoted to
integration strongly. Math faculty teach a      mathematics). Students go from the math
variety of courses from developmental to        course to the LRNS and continue working
advanced (community college) math               on math with other faculty instructors. This
courses.                                        offers the student extra time to work on
                                                problems and ask individual questions.
The alignment of our developmental courses      Math department is piloting an “early
are set to work towards College Algebra; the    intervention” program in several
student’s first college level math course,      developmental courses, called, Student
(PreAlgebra, Introductory Algebra,              Retention & Success Program. This program
Intermediate Algebra, then College              was (borrowed and) modified with the great
Algebra). SJC continues to work within the      help (continuous discussion with faculty and
department and other colleges/universities      staff) of Sinclair Community College
throughout the state of New Mexico, other       Mathematics Department in Dayton, OH.
out of state community colleges,
mathematical organizations and                  The targeted population is students in
accreditation in discussion about               several of our developmental math courses:
developmental and credit (transfer) courses.    PreAlgebra, Introductory Algebra and
                                                Intermediate Algebra.
At the Math department level, it is extremely
critical for the success of developmental       Math department is anticipating the results
education for our students. Currently, about    from the intervention strategies we have
92% of students enrolling at the college        implemented. SJC has been working with a
register for one (or more) developmental        new system that would set in place
courses; English, Reading and/or                Mandatory Placement and Mandatory
Mathematics. Developmental math courses         Prerequisites by Fall ’06 semester. Math
are “stepping stones” to various applied        department and administration recognized
science programs and also credit (transfer)     that this would be a key variable in our
courses. At the School of Science level, the    collection of data. Math department
support is strong for student success since     variables were in place; unfortunately, the
math courses interweave with other various      system for mandatory
                                   SAN JUAN COLLEGE
                                   MATHEMATICS BRIEFING

placement/prerequisites was not. Thus, we
will review our data for this semester. We
are hopeful that the system will be in place
and that all variables will be set before
spring semester to collect more accurate

Evaluation comes from the instructors. All
developmental courses have a departmental
final exam. The department plans on doing
data analysis on the various pilots at the end
of the semesters.

Math course scheduling was implemented
this semester (Fall ’06) and will continue
into Spring ’06. Data will be reviewed
during spring semester. LRNS (Learning
Communities) have been offered for several
years now. Data have been collected.
SRSP was started this semester and will
continue to run in the spring semester with
possible modifications. Data will be
reviewed during spring semester.

Lessons Learned
Math department continues to be a strong
advocate for student success for our
developmental students. We plan to continue
communication with other math departments
at community colleges/universities and
mathematical organizations throughout the
country pertaining to our discipline and
student success. Communication among
entities within the Institution has room for
improvement as we continue to work
towards student success.
                           SANTA FE COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                             projects (which are required). It also allows
Santa Fe Community College in Santa Fe,         any student with a disability to feel less
New Mexico serves a diverse population.         pressured while taking chapter tests.
We have an enrollment of 5,369 with 2,034
degree or certificate students this fall        We started offering some of our introductory
semester. This number breaks down as            algebra classes in an A/B format. This
36.6% male and 63.4% female. Also, we           format offers the course over two semesters
have 39.7% Hispanic population. African         for students who find the pace going too
American students make up 1.4% and              quickly in the traditional one semester
Native American 2.4%.                           course. This is in the second year and has
                                                shown some success.
State of Developmental Education
                                                We have implemented SI (supplemental
Developmental studies is located within the
                                                instruction) to some of our introductory
campus but functions as its own unit for the
                                                algebra sections. This is our second year.
most part. We are grouped with adult basic
                                                While it started out slow last year, it seems
education (ABE) and GED offices and work
                                                to be more popular this semester. We are
closely with them and their students. The DS
                                                having a 20-22% attendance.
mathematics faculty also work closely with
the upper-level mathematics department in
                                                Most recently, we did a small study of all
the Liberal and Fine Arts area in order to
                                                pre-algebra students for one semester and
have a better transition of our students into
                                                followed their success in the next course, the
transfer courses.
                                                introductory algebra (if they took it). We
                                                found that when students in pre-algebra
Promising Intervention Strategies
                                                received a C; they had a 20% success rate,
and Evidence of Effectiveness
                                                while if they received a B or an A; their
Our introductory algebra course is a            success rate was 80%. This allowed us to get
gatekeeper for many students.                   permission to mandate that any pre-algebra
Developmental education is very important       student who does not obtain a B or higher
to the overall student success. SFCC            must take the A/B format. We plan to start
continues to be committed to increasing         this new idea in the spring semester.
course completion and semester-to-semester
persistence and graduation and/or transfer      We also have worked on making the pre-
rates.                                          algebra course much more focused so that
                                                all students are better prepared.
We have in the past tried many ideas to
obtain better student success. We created a     We are also offering a computer version of
1-credit labs course for extra tutoring and     the course. This is meant to offer a different
have been working toward expanding that         format for students who may need only to
lab so that it covers more study skills and     refresh themselves with the basics or who
improve their note taking abilities.            might have gaps but do not need the regular
                                                full course. This is the first semester we
We use out-of-classroom testing for our         offered that format.
introductory algebra classes. This allows
more time to ‘slow down’ during classroom
lectures and allows time for activities and
                            SANTA FE COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

This semester, each of our full-time DS           Lessons Learned
mathematics faculty is spending an hour           Some of the lessons we have learned in the
each week in the tutoring center in order to      past years is that it sometimes takes time for
help with tutoring needs and mentoring of         a new idea to work. It took a whole year for
student tutors.                                   SI to start to show that it could be useful.
                                                  Support from the administration is essential
Our target population is all DS mathematics       in allowing time to test the new approaches.
students who will need introductory algebra       It is also very important to evaluate the new
to continue into credit courses for their         approach and be willing to make changes to
degree and/or transfer. SFCC has a large          make them work better. Research and peer
number of minority students, some with            institution contact is very helpful.
language barriers and other needs.
                                                  At the end of this year, I will look at
Our evaluation process includes pre- and          students who attended regularly and
post-tests as well as a standard final exam.      compare their scores to those who did not
A pretest is given the first day. It serves two   attend at all. The A/B section has had great
purposes in that we make sure students are        success when we are able to offer it. The
placed correctly and as a pretest. The final      ability to offer a class often depends on the
exam has the same questions of the pretest        number of students who enroll into those
and can be used as a post-test evaluation.        sections. We are making them late-start so
                                                  that faculty can advise students into that
                                                  section if they are quickly falling behind.
                              SINCLAIR COMMUNITY COLLEGE
                                     MATHEMATICS BRIEFING

Institution Profile                               instruction will be available in the
Founded in 1887, Sinclair Community               Tutoring and Learning Center (TLC)
College (Dayton, OH) is a public, urban           •   There will be an instructor and a tutor
community college offering over 1,500                 in the classroom
courses and 158 associate degree and
certificate programs. With a fall quarter         •   Class size limit is 20
2006 enrollment of 22,785, Sinclair is the        •   The instructor and assistant will
second largest community college in Ohio.             facilitate student use of the MML by
Sinclair is accredited by the North Central           working with students one-on-one
Association of Colleges and Schools.                  when needed
State of Developmental Education                  •   Additional instruction will be available
                                                      (as needed) in the Tutoring and
Developmental education is a separate,
                                                      Learning Center in the form of
freestanding department with its own
                                                      videotaped lectures and/or tutors
chair, faculty, and support staff. Although
separate, the department has a long-              •   MML Homework and quizzes are
standing working relationship with many               “mastery-based” on a “re-take” basis
academic programs and departments
                                                  •   Exams are a “one-time only”
across the college and works to align its
learning outcomes and student                     •   Students will work at their own pace
competencies with those                               but in conjunction with a suggested
programs/departments as a way of helping              schedule of activities
students achieve success in their academic
                                                  •   Students who start in DEV 085 may
careers. Developmental education is
                                                      continue to DEV 108 in the same
critical to overall student success efforts;
                                                      quarter if they finish the DEV 085
this is especially true since Sinclair is truly
an open-door institution and sees itself as
an institution dedicated to helping students
learn, improve their personal lives and           The target population is those students in
their professional careers, and become            sections of DEV 085 and the two sections
productive citizens of the local and global       of DEV 108 which meet twice per week
communities.                                      for one hour, 40 minutes

Promising Intervention Strategies                 Outcomes will be measured as follows:
and Evidence of Effectiveness
                                                  •   Pass rates will be equal to or greater
DEV Math Project #1: Guided Self-Paced                than traditional sections
Instructional Pedagogy
                                                  •   Pass rates of students in follow-up
Students will work in a guided, self-paced            courses will be equal to or greater than
environment. MyMathLab (MML) will be                  traditional sections
the primary source of instructional
delivery. The course instructor will              •   Student feedback in the form of
provide mini-lectures to small groups                 evaluations will be mostly positive
within the class as needed. Additional
                             SINCLAIR COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

•   Student attitudes toward mathematics       •   Students who participated in the
    will improve based on a Pre/Post Math          learning communities will be tracked
    Attitude Survey                                to their next mathematics courses to
                                                   see if they are more successful than
•   A diagnostic test given at the
                                                   their counterparts who did not take the
    beginning of the quarter will be used
                                                   mathematics class as part of a
    for possible comparison with
                                                   mathematics/reading cohort.
    traditional sections
Project start date: Fall 2006                  •   Student feedback from mid-term
                                                   dialogues and from end-of-the-term
                                                   student surveys will offer important
DEV Math Project #2: DEV Learning                  information on the student perceptions
Communities                                        of the communities.

Selected sections of DEV 085 will be           •   Faculty feedback from dialogues with
paired with other courses in a block               the chair and the coordinator will also
schedule format. These cohorts will                furnish information about the success
provide support for students, especially for       of the communities.
those who struggle with mathematics            •   Student grades and retention will
anxiety, by helping students establish             improve.
academic and social support networks, by
focusing students and faculty on learning      Project start date: Fall 2006
outcomes, and by providing a setting for
students to be socialized to the
                                               DEV Math Project #3: Pre-Quarter
expectations of the college.
                                               Screening for “At-Risk” Students
•   Students will learn to do the following
                                               At the beginning of each quarter, all
    things: read a mathematics text more
                                               students registering for DEV 108 will be
    effectively; learn to take better notes;
                                               screened to determine if they are “at risk.”
    learn to read word problems more
                                               “At risk” is defined as a student that has
    effectively; learn to look for context
                                               taken DEV 108 more than once or the
    clues in the reading
                                               student received a grade of “C” in the
•   Students will work more                    prerequisite course. Interventions for these
    collaboratively together, thus receiving   “at risk” students will start at the
    more help and encouragement from           beginning of the quarter.
    each other as well as their instructors
                                               − A pilot group of students who meet one
•   Some projects will be graded jointly       or more of the above criteria will be
    with points being applicable to both       selected for intervention strategies
                                               − Interventions will start at the beginning
The target population is those students in     of the quarter and will consist of the
Dev 085 (3 sections).                          following:
                                                   •   Students will be assigned an
Outcomes will be measured as follows:                  academic counselor (one per 25
                                                       students, approximately) who will
                             SINCLAIR COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

        monitor their progress on a weekly      problems, ask questions, and reflect on the
        basis                                   results of their work. Activities are
                                                designed to engage the students fully in
    •   Students will be assigned a tutor
                                                the learning process.
        (can be from Tutorial Services or
        the Tutorial Learning Center)           The target population is the two sections of
                                                DEV 108.
    •   Students will be required to enroll
        in the Math Studies Skills course
        (EXL 297) as a co-requisite to the      Student outcomes will be measured as
        DEV 108; Sections of this EXL           follows:
        297 will be scheduled so that they
        are convenient to the “At Risk”         • Pass rates will be equal to or greater
        students in DEV 108                       than traditional sections
− Academic counselors will maintain             • Pass rates of students in follow-up
data on students (A fixed set of questions)       courses will be equal to or greater than
                                                  traditional sections
− Classroom instructors will maintain
data on students (Grades, what’s going          • Student feedback in the form of
well, what’s not going well)                      evaluations will be mostly positive
The target population is approximately 50       • Student attitudes toward mathematics
students.                                         will improve based on a Pre/Post Math
                                                  Attitude Survey
                                                Project start date: Spring 2007
Outcomes will be measured as follows:
•   For students taking the course for the
    second (or later) time, pass rates will     Lessons Learned
    be higher than students who have the        We do not have this information at this
    same circumstances but do not get the       time.
•   For students receiving a C in the
    prerequisite, pass rates will be higher
    than students who have the same
    circumstances but do not get the
Project start date: Winter 2007

DEV Math Project #4: Inquiry/Activity-
Based Learning Environment
Inquiry-based learning and activity-based
learning will be used as the primary
method of instruction. Inquiry-based:
students are actively involved, identify
                                SOUTH TEXAS COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                           of the college’s associate degree graduates
South Texas College (STC), located along      completed one or more developmental
the Mexican-American border, has a fall       courses.
2006 enrollment of 18,466 on five
campuses. STC’s students are 95%
Hispanic, 59% female, and have an
average age of 25. Excluding dual
enrollment, 85% receive financial aid. In
Fall 2004, SACS accredited STC to offer a
Bachelor’s in Applied Technology.

State of Developmental Education
Developmental studies at STC is a
centralized program and one of four
instructional divisions. The Dean of
Developmental Studies supervises four
instructional departments each with its
own chair: Developmental English,
Developmental Mathematics, Reading,
and College Success. The District’s five
Student Success Centers, which house
walk-in tutoring, supplemental instruction,
peer-assisted learning, the Developmental
Studies Retention Specialists, and the
Coordinator of Learning Communities, are
also part of the Developmental Studies
Division. There are 23 full-time and 47
adjunct instructors in the Developmental
Math Department. All are hired knowing
that their teaching load will be in
Developmental Math although some do
teach overloads in the college-level Math
Department. The two mathematics
departments recently had a math retreat
where they examined what learning
outcomes are included in the three
developmental mathematics courses and
College Algebra. In her state-of-the-
college address on September 22, 2006,
President Shirley A. Reed stated that at
STC students would not be turned away;
however, we will not compromise our
academic integrity and quality; thus, she
identified developmental studies as the
college’s highest priority. In 2003-04, 67%
                                                                  SOUTH TEXAS COLLEGE
                                                                   MATHEMATICS BRIEFING

Promising Intervention Strategies, Evidence of Effectiveness, and Lessons Learned
       Intervention Strategy             Implemen      Targeted           Progress         Outcome(s)      Evaluation     Semesters      Lessons Learned
                                             t        Population

Checking prerequisites                    Spring     All              Retention            Increase       Collect data       6        Number of students
                                           2002      developmental    Specialists notify   passing rate   on passing                  enrolled in wrong class
                                                     students         students and                        rate                        decreased.
                                                                      instructors and
                                                                      move students

Students required to take                Fall 2003   All              Implemented          Improve        Collect data       7        Disadvantage: Students
developmental courses in the                         developmental                         course         on passing                  don’t get credits in
Developmental Plan may be                            students                              completion     and                         college level courses
withdrawn from all college-level                                                           rate           completion                  even if they pass the
courses if they fail to participate in                                                                    rate                        college level class.
their developmental courses.

All developmental courses,               Fall 2003   All              Implemented          Improve        Collect data       7        Advantage: Students
including the College Success                        developmental                         course         on passing                  take the developmental
course, are included in the Semester                 students                              completion     and                         classes more seriously.
Grade Point Average (GPA) for all                                                          rate           completion
students at STC                                                                                           rate

Students required to take                Fall 2003   All              Implemented          Improve        Collect data       7        Students focus on
developmental course(s) by                           developmental                         course         on passing                  completing
Developmental Plan are limited to                    students                              completion     and                         developmental courses.
13 SCHs per semester and seven                                                             rate           completion
SCHs per summer session                                                                                   rate

Full-time students required to take      Fall 2003   All              Implemented          Improve        Collect data       7        Increased number of
developmental courses in the                         developmental                         course         on number of                developmental courses
Developmental Plan are required to                   students                              completion     courses taken               successfully completed
take two or more developmental                                                             rate           and time to                 per semester.
courses each semester.                                                                                    become

Math Module Pilot                         Spring     Pilot with       Discontinued the     Improve        Collect data       2        Record keeping and
                                                     group of                              course         on passing                  scheduling became
                                                              SOUTH TEXAS COLLEGE
                                                                MATHEMATICS BRIEFING

       Intervention Strategy            Implemen      Targeted            Progress         Outcome(s)     Evaluation    Semesters      Lessons Learned
                                            t        Population
                                          2003      Developmenta      pilot study          completion    and                        increasing more
                                                    l Math                                 and passing   completion                 difficult.
                                                    Students                               rate          rate

Intrusive advising to class repeaters    Spring     All               Continuing to        Improve       Collect data      5        Implemented fee for
                                          2004      developmental     refine how and       course        on passing                 developmental students
                                                    students who      who advises          completion    and                        exceeding 27 hours;
                                                    enrolled in the   these students       and passing   completion                 Implemented case
                                                    class for the                          rate          rate                       management advising
                                                    third time

Offering Supplementary Instruction       Spring     Pilot with four   Expanded initial     Improve       Collect data      5        SI sections perform
(SI)                                      2004      sections          offering; Added      course        on passing                 better.
                                                    Developmenta      SI Fee to            completion    and
                                                    l Math for Fall   institutionalize     and passing   completion
                                                    2006              pilot                rate          rate

Enhanced Math Pilot using SI,           Fall 2004   Pilot with        Expanded to 2        Improve       Collect data      4        Enhanced sections
collaborative learning, and                         Developmenta      sections for Fall    course        on passing                 perform better.
manipulatives                                       l Math            2006                 completion    and
                                                    targeting                              rate          completion
                                                    repeaters                                            rate

Departmental Final/Common               Fall 2004   All               Implemented for      Improve       Collect data      4        Improve department
Assessment                                          Developmenta      all sections every   mastery of    mastering                  analysis of learning
                                                    l Math            semester             Learning      Learning                   outcomes.
                                                    Students                               Outcomes      outcomes

Self-Paced Class                         Spring     Developmenta      Expanded to 4        Improve       Collect data      3        Monitoring passing and
                                          2005      l Math            sections for Fall    course        on passing                 completion compared to
                                                    Students          2006                 completion    and                        traditional sections.
                                                    preferring a                           rate          completion                 Growing more popular
                                                    non-traditional                                      rate                       with students
                                                      SOUTH TEXAS COLLEGE
                                                        MATHEMATICS BRIEFING

      Intervention Strategy      Implemen      Targeted           Progress      Outcome(s)     Evaluation    Semesters      Lessons Learned
                                     t        Population

Mandatory Computer-Assisted-     Fall 2006   All              Expanded to all   Improve       Collect data      0        Students are asking to
Instruction Lab                              developmental    developmental     course        on passing                 spend additional time in
                                             students         mathematics       completion    and                        the computer lab
                                                              sections          and passing   completion                 beyond required hour.
                                                                                rate          rate

Learning Community with          Fall 2006   All First Year   Increased to 11   Improve       Collect data      0        Passing rate better than
Developmental Math and College               Developmenta     learning          course        on passing                 non-learning
Success                                      l Students       communities for   completion    and                        community sections
                                                              developmental     and passing   completion
                                                              mathematics       rate          rate
                        SOUTHWEST TEXAS JUNIOR COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            Promising Intervention Strategies
Southwest Texas Junior College (SWTJC)         and Evidence of Effectiveness
serves a vast region encompassing 11           SWTJC has begun several new initiatives
counties (Dimmit, Edwards, Frio, Kinney,       for improving student success. As of fall
La Salle, Maverick, Medina, Real, Uvalde,      2006, supplemental instruction has been
Val Verde, and Zavala) and is located in       added to our Math 0303 courses. The
the extreme southwest corner of Texas.         college wishes to improve community
The institution has campuses located in        learning for developmental students.
Crystal City, Del Rio, Eagle Pass, and         Testing measures have also been
Uvalde. The current enrollment for the         implemented using the Accuplacer for pre-
institution is 5,056 students of which 81%     and post-testing in these courses. Results
are of Hispanic ethnicity.                     of the pretests are only available at this
                                               time. Also, this fall, the mathematics
State of Developmental Education               department will be implementing a
The developmental mathematics program          departmental exam for all sections within
within SWTJC was integrated into the           our developmental course sequence. These
mathematics department in fall 2006. By        data will be tabulated to determine needs
this, we mean we no longer have a              for improvement and professional
developmental mathematics division             development. Embedded assessments will
separate from our mathematics                  continue to be used for our College
department. The mathematics department         Algebra course finals. Students are
faculty has rewritten student learning         currently being tested upon entrance and
outcomes both for developmental and            completion of College Algebra with the
credit courses as recently as spring 2006.     college-level mathematics Accuplacer
The connection between developmental           exam. These data will be used to help us
mathematics instruction and the                evaluate the amount of growth our courses
gatekeeper course of College Algebra is        foster.
the emphasis for all of our course
objectives. Math instruction particularly at
the Math 0303 level is by far the most
critical piece of our mathematics program.
At the present, we are retaining 80% of
FTIC students who start in this course.
However, only 1/3 of these students are
attempting the credit-level mathematics
the next semester even after successful
completion of Math 0303. Advisement
practices are currently being addressed to
keep these students moving toward their
                                  MATHEMATICS BRIEFING

Institution Profile                           strategy is intended to improve student
Southwestern Indian Polytechnic Institute     retention, help the students improve their
(SIPI) is a National Indian Community         mathematics skills and content knowledge
College located in the center of New          and move the students successfully
Mexico’s high-tech corridor (Los Alamos       through the developmental mathematics
Lab/Sandia Labs). Over 100 American           classes.
Indian nations are represented at SIPI.
SIPI is an associate member of the            Promising Intervention Strategies
American Indian Higher Education              and Evidence of Effectiveness
(AIHEC) and is accredited by NCA of           Tutoring is a key component of our
Colleges and Schools Commission on            developmental and adult basic education
Institutions of Higher Education. The         programs and is provided through our
current fall enrollment is 579. SIPI is a     Academic Support Center. Both group and
land-grant institute                          individual tutoring is available, and peer
                                              and professional tutors are utilized. A tutor
State of Developmental Education              advisor coordinates services including
The developmental education courses are       tutor training. Faculty members
decentralized and depend on the               recommend peer tutors who have
instructors’ assigned classroom, but the      successfully completed their courses. The
efforts to build students’ confidence and     tutoring schedule is adjusted based on
skills are located in one centralized         student need. The software TutorTrac, a
structure called the Academy Support          web-based tutor and learning center
Center.                                       management tool, provides everyone using
                                              the system the ability to attain reports,
Developmental education courses are           demographics, make requests, manage
aligned from the very basic to being ready    scheduling, and manage center resource
to take college-level courses. Incoming       materials.
students are assessed with ACT and
finalized with TABE. Exiting courses are      The targeted population is first time
conducted with final exams for each           students with ACT COMPASS scores
course.                                       lower than 65, grade equivalent to 10.9 –
Exact evaluation of overall student success
is based on established teams that are        The goal is to prepare students better for
comprised of developmental and Adult          entry into college-credit-earning courses.
Basic Education instructors. They             The ABE courses are the gatekeeper
communicate regularly regarding student       courses that allow students to successfully
enrollment, attendance, turning needs,        enter courses at the college level.
intrusion/content, teaching strategies,
testing, etc. This has provided the program   Evaluation by pre- and post-TABE is
with a model that can be replicated in        given to first-time students in ABE
other content areas. Instructors support      courses. The post-TABE determines a
each other, share ideas and strategies, and   student’s progress and makes
continuously improve instruction and          recommendations for upper-level pursuits.
curriculum. This simple, yet effective        Developmental and adult basic education
                                  MATHEMATICS BRIEFING

mathematics instructors use multiple          problem solving, self-paced instruction,
teaching methodologies in order to meet       and student board work (individually or in
the needs of their students and different     teams).
learning styles. Instructional methods used
include web-based instruction, computer-
                                              Lessons Learned
based instruction, individualized
instruction, collaboration learning, team-    The following sample questionnaire and
based instruction, small group work and       comments is utilized with team members
discussion, lecture-discussion, group         for summation and lessons learned.

ABE Math Final Report                                 But small groups worked for the
Spring trimester 2005                                 better in the end.
                                                 •    Cultural concepts made students
1. What methods (strategies, methods)                 attentive to textbook concepts. It
   did you utilize for the class?                     provided connections for most
   •   Team or group approach,                        students. Otherwise, students with
                                                      no cultural context or clues had
   •   Integrate textbook activities with
                                                      difficulty grasping the concept.
       culturally-based mathematics
       concepts,                                 •    Integrating textbook concepts with
                                                      manipulatives is awkward at the
   •   Integrate textbook chapters with
                                                      most. The push or drive to finish a
       computer-based activities for the
                                                      chapter in a certain time frame
                                                      does not allow students to
   •   Integrate textbook mathematics                 experience and understand the
       concepts with Native designs in                concept fully.
                                                 •    Utilizing cultural concepts to
   •   Utilize as many manipulatives                  bridge textbook knowledge is still
       associated with textbook concepts              worth the effort. Students grasped
       as possible,                                   concepts in geometry readily as
   •   Utilize visual displays of                     more and more students enjoyed
       mathematics concept in the                     each other’s story about
       environment,                                   mathematics applications.
   •   Utilize video for each chapter to         •    The overall push to stay the course
       convey the mathematics concepts,               within the textbook frame killed all
       and                                            efforts to be creative. Even as we
                                                      were encouraged to experiment
   •   Utilize the environment to display             with manipulatives, the push to
       mathematics concepts.                          cover the text was eminent.
2. What were the results of the methods       3. What problems surfaced and how did
   you used? (Explain)                           you resolve them?
   •   Grouping worked for the most part.         •   Students not having the required
       Absenteeism and final drops made               skills to cover the concepts were
       it difficult to continue to the end.
                                   MATHEMATICS BRIEFING

        foremost. I used as much or where      6. Resolutions you suggest to any of the
        possible cultural thoughts to             above?
        bridge the gap. I didn’t have the
                                                    •      They are not clear yet. In time and
        luxury to spend more time to
                                                           experimenting will develop some
        cover concepts or time element
                                                           answers. I feel we have discussed
        disallowed me to use concrete
                                                           some of the issues during our
        materials to convey an idea.
        Individualizing or after-class hours
        were utilized but students’            7. Were the once a week meetings
        commitment to appointments                beneficial? Changes suggested?
        disappointed the effort. Our                •      For one course of classes, it was
        students need to be oriented or                    beneficial. But to have multiple
        trained in social skills and                       courses wasn’t because of
        expectations of attending an                       domination of conversation at one
        institute.                                         level of instruction. The meetings
4. Are there some big problems that we                     were meaningful when we stayed
   need to address across the ABE                          within our level of instruction.
   program (explain)?                          8.       Did the mathematics workshop help,
   •   The push to cover each chapter at a              even though we may not have had
       certain timeframe created major                  enough time to use the knowledge
       problems.                                        much?
   •   I resolved by skipping a chapter             •      I didn’t find the workshop to be
       that was not necessary for this                     useful. It just frustrated me to
       population of students (converting                  know that there are much better
       from American measurement to                        ways of instructing then trying to
       metric system). This I believe is not               cover as much per day so that
       our students’ most needed skill.                    we’d be able to say “we finished
       They eventually will develop their                  the book.”
       own method of converting when it
                                               9.       Suggestions for future workshops?
       becomes relevant for their needs.
                                                    •      I could use a workshop on
5. Do any of the following reflect your
                                                           methods or skills to deliver a
   concerns in your classroom
                                                           lesson within our structured
                                                           timeframe and the need to cover
   •   Student had no advisor or one that                  the text.
       gave proper counsel
                                                    •      Another one would be, “Ways to
  • Proper placement of students would                     use the environment to engage the
    minimize the frustration of                            learner.”
    administering a class.
                                      TACOMA COLLEGE
                                    MATHEMATICS BRIEFING

Institution Profile                             moving to the next mathematics level. The
Tacoma Community College is located in          course currently uses the ALEKS
Tacoma Washington. Fall 2005/2006               software, which assesses each student’s
enrollment was 8,724 students, 5421.3           knowledge and pinpoints the specific
FTE. Forty-nine percent of our students         concepts that the student needs to master.
were under 25, 36% 25 to 44, and 15% 45         The program gives them instruction,
and over; 66% were female. Students were        practice, and assessment in those targeted
69% white, 11% African American, 11%            areas.
Asian/Pacific Islander, 4% Hispanic, 2%
Native American/Alaskan Native. Four            We expect that this class will help students
hundred and fifty-five students reported        move more quickly through the
disabilities.                                   developmental mathematics curriculum
                                                and will help them gain knowledge and
State of Developmental Education                skills in the specific areas that have
                                                hindered their success in mathematics.
Developmental education is located within
their respective departments—i.e.,
                                                This course was offered for the first time
developmental mathematics is in the
                                                this September in a two-week period
Mathematics Department and
                                                before the start of classes. We have not yet
developmental reading and writing are
                                                evaluated the success of this pilot section.
within the Written Communications and
                                                We will be offering this course again,
Developmental Studies Department.
                                                beginning in November.
Faculty who are developmental specialists
or who have a special interest in
developmental education meet once a             Lessons Learned
month as a Developmental Task Force.            This is too new to have learned many
                                                lessons yet. We do know we have to
Since the same department is responsible        screen who is admitted into the class and
for both developmental and credit courses,      that we may have to revisit the curriculum
there is a very strong alignment of the         of the course.
developmental and credit course outcomes
and assessments.

The success of our students in
developmental education is one of our
institutional goals and is a top priority for
the college.

Promising Intervention Strategies
and Evidence of Effectiveness
We have just piloted a new course, MATH
10, Review of Arithmetic. This is a two
credit, mid-quarter course that is targeted
toward students who have been successful
in past mathematics classes and who
merely need to brush up their skills before
                              TEXAS SOUTHERN UNIVERSITY
                                    MATHEMATICS BRIEFING

Institution Profile                              Enrollment Management and Planning group
Texas Southern University is situated in         serve as a model for the Developmental
the heart of America's fourth-largest city,      Education goals and objectives, as they are
Houston, Texas. The University is located        the direct managing groups for
near the heart of downtown Houston, and          Developmental Education. In an effort to
was established in 1947 as a public, co-         have a cohesive university, the action plans of
educational, Historically Black University.      the two departments are aligned.
The campus facilities sit on 150 acres of
land and boasts three professional schools,      The University Enrollment Management and
a performance theater, a health and              Planning and Developmental Education
physical education complex with a 7,200-         groups call for retention of the university
seat arena, a radio station, several             student body. Developmental Education's
dormitories and a variety of apartment-          goal of increasing student pass rates on
style living and recreational facilities.        placement exams for the 2002-2003
                                                 academic year serves as a method of
State of Developmental Education                 achieving this goal. Through increased
                                                 success in the Developmental Education
The Developmental Education Program was
                                                 student body on placement exams and in
initiated at Texas Southern University in
                                                 developmental courses, the likelihood of
1989. This was an attempt to support the
                                                 retaining those students is increased, as early
University's mission to provide open access
to higher education to a diverse urban           success will motivate these students in future
                                                 matriculation through the university.
population. The Developmental Education
                                                 Developmental Education has also put forth
Department offered courses in mathematics,
                                                 the goal of increasing the fall-to-spring
composition, and reading. The Department
                                                 persistence rate of its student body as further
was decentralized in 1993, and the
developmental classes were taught within the     effort in achieving student retention.
English and Mathematics Departments. As
                                                 The three groups are aware that to enhance
part of a reorganization plan implemented
                                                 the intellectual growth of the student body
in 2001, the department was again centralized
                                                 there must be competent and productive
and currently operates, along with other
                                                 faculty and staff present to act as vessels of
student support services, within the
                                                 knowledge. To this end, all groups conduct
Enrollment Management and Planning
                                                 methods designed to enhance performance
Division. The heads of the Developmental
                                                 and productivity in their faculty and staff.
Education, English, and Mathematics
Departments maintain a close working             Developmental Education conducts weekly
                                                 faculty workshops, requires all faculty/staff to
relationship that enables students to make a
                                                 participate in at least one professional
smooth transition from developmental
                                                 conference or workshop and maintain
courses to subsequent college-level courses at
the University.                                  membership in at least one professional
                                                 organization, and offers a complete plan for
                                                 faculty development, much like EM&P and
The Developmental Education goals and
                                                 the university.
objectives are in concert with that of Texas
Southern University and the Enrollment
                                                 Developmental Education is a field with a
Management and Planning (EM&P) division.
                                                 theoretical foundation in developmental
The goals set by the University and
                                                 psychology and learning theory. Today's
                                TEXAS SOUTHERN UNIVERSITY
                                      MATHEMATICS BRIEFING

scholars in the field of developmental             Promising Intervention Strategies
education are rapidly increasing because of        and Evidence of Effectiveness
the influx of students embarking upon the          Mathematics 130, Fundamental Mathematics,
doors of colleges and universities unprepared.     courses are designed to provide students with
Research indicates that 65% of students            the concepts and skills necessary for
entering college are deficient in one or more      successful performance in college-level
of the basic skills (i.e., mathematics, writing,   mathematics. It is designed to assist students
and reading). With this magnitude of under-        in passing state required tests such as
preparedness, the Texas Board of Higher            COMPASS, ASSET, and THEA. The course
Education Assessment proposed a set of             will also provide the academic foundation for
guidelines for entering freshmen with basic        success in Mathematics 131.
skills deficiencies. The THEA focuses on
enhancing students' reading/study skills,          Mathematics 131, Analytical Mathematics, is
mathematics and writing potential for college      designed to provide students with the
readiness.                                         necessary mathematical foundation to pass
                                                   freshman-level mathematics courses. The
Each year the department of Developmental          course will also help students to pass state
Education creates goals and objectives in an       required academic assessment tests such as
effort to achieve its mission. These goals are     COMPASS, ASSET, and THEA.
guided by its mission and apply to the
department as a whole, to include the areas of     A common course syllabus is utilized by each
developmental Mathematics, English, and            mathematics course instructor along with a
Reading. These goals are to:                       common final exam assessment. This insures
                                                   course objectives necessary for unilateral
•   Provide an academic foundation for             success in the core course of mathematics.
    student success in entry-level mathematics
    and English courses
•   Increase the pass rate of students enrolled
    in Developmental Education courses
•   Increase the student retention rate
•   Provide instructor and staff development
                          TIDEWATER COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                            student should enroll based on the selected
Tidewater Community College (TCC) is           curriculum and test score. There are
the second largest of the public               multiple levels of developmental math
community colleges in the Commonwealth         courses that are structured to lead into
of Virginia, enrolling more than 37,000        college level credited courses. The faculty
students annually. Founded in 1968 as one      who teach primarily the developmental
of 23 colleges in the Virginia Community       courses work along with the faculty who
College System (VCCS), the college             teach the college level courses to align
serves the citizens of South Hampton           curriculum all the way through to provide
Roads with fully comprehensive campuses        the continuity needed. We do no post
in Chesapeake, Norfolk, Portsmouth, and        assessments to determine student readiness
Virginia Beach; a regional Visual Arts         for college level; instead we depend on the
Center in Olde Towne Portsmouth; the           grades earned in the prerequisite class.
TCC Jeanne and George Roper
Performing Arts Center in the downtown         Because there appears to be a national and
Norfolk theater district; and a regional       local trend that students have difficulty
Advanced Technology Center on its              with mathematics, Tidewater is committed
Virginia Beach Campus. Forty-five              to ensuring that students are successfully
percent of the region's residents who          prepared to enter their field of study.
attended a college or university in Virginia   Many majors require some form of
last fall were enrolled at TCC. The typical    mathematics and the subject is especially
student is part-time (67%), female (61%),      important for programs in the science and
28 years of age, and enrolled in an            technology fields. Whether a student is
associate degree program (78%).                able to graduate and transfer to a four-year
Additionally, 42% of the student               college or be competent in the workplace
body is minority. TCC has the largest          may be determined by how well the
number of financial aid students in the        student progresses in mathematics. Since
Virginia Community College System              the majority of our students enter the
(approximately 30% of the student body)        college needing developmental
and serves a large military population. The    mathematics, it becomes tremendously
college has an open-admission policy.          critical to their futures to be successful in
                                               this subject. In addition, developmental
State of Developmental Education               education is critical not only because of
                                               content preparedness, but because of
Developmental education is integrated into
                                               students' need to develop the learning
the appropriate departmental units
                                               know-how and metacognitive skills
throughout the college.
                                               required to be successful in subsequent
A mandatory mathematics placement test
is given to each student who intends to
have a curriculum of study or plans to         Promising Intervention Strategies
register for courses with mathematics pre-     and Evidence of Effectiveness
requisites unless they have met the pre-       Supplemental Instruction (SI) is a
requisite elsewhere. The placement test is     specialized and targeted form of peer
interpreted by academic advisors who           tutoring designed for core courses that
determine which mathematics course the         students typically find difficult, as
                            TIDEWATER COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

measured by unacceptable pass rates; thus,      were include in the program. These
the program is a perfect fit for supporting     campuses typically have entering students
students enrolled in challenging courses        with lower placement test scores in
already identified as gatekeeper courses.       mathematics. MTH 158 is college algebra
In brief, a specially trained SI Leader (peer   and had been identified as a gatekeeper
tutor) attends the class with the students,     course; the course is required in most
teams with the instructor, often assists        programs at the college and the success
groups or individuals in class, and holds       rate has been chronically poor.
workshops approximately three times per
week outside of class. The workshops            The college expects to improve the
focus as much on helping students develop       success rate in the MTH 158 gatekeeper
the learning know-how required to be            course.
successful college students as on
mastering the course content. Many              Students benefiting from an SI Instructor
strategies are in place to encourage            were surveyed near the close of the first
workshop participation; however, student        semester to gain insight into their
attendance at the workshops is voluntary.       perceptions about the value of the SI
The SI Leader holds an average of 45            program in helping them with the class.
sessions over the course of the semester.       The survey also attempted to gather
                                                students’ suggestions for improving the
In the educational literature, Supplemental     program to better meet their needs. If
Instruction has proven to be a proactive        students enrolled in the class did not
strategy successful in helping student          participate in the program, the survey gave
performance. Unlike traditional tutoring,       them an opportunity to reveal the reasons
students have the opportunity to develop a      for their non-attendance. Also, SI Leaders
solid foundation in the content and begin       and instructor teams met regularly to
building the skills for success early in the    discuss their observations about the
semester before they face the most              successes and needs for improvement.
challenging concepts. SI Leaders connect        Pass rates for the first semester of
with the students and have the advantage        implementation were examined.
of first-hand knowledge about the
classroom learning environment.                 Supplemental Instruction was
                                                implemented for the first time beginning
Conversely, students typically access           with the fall semester of 2005 and through
traditional tutoring once they are already      the spring 2006 semester. This academic
having difficulty. While specialized math       year represented the second year of
help, both in labs and tutoring centers in      Achieving the Dream funding and the first
most instances, is available outside of         year for interventions in specific response
class at every campus and many faculty          to the college’s intensive data analysis.
repeatedly tell students about the service,     The spring 2006 semester included the
the student participation rate in tutoring is   changes made in response to the formative
very poor.                                      evaluation. The strategy is also being used
                                                in the current semester.
The targeted population are those students
enrolled in select sections of MTH 158 at
the Norfolk and Portsmouth Campuses
                                  TIDEWATER COMMUNITY COLLEGE
                                        MATHEMATICS BRIEFING

Lessons Learned                                             In keeping with the original ATD plan and
Both fall 2005 and spring 2006 data are                     in response to the first year results, the
provided. With the SI program already                       college chose to continue and to expand
proven successful, both nationally and at                   Supplemental Instruction for the 2006-
TCC in its developmental courses, the                       2007 academic year. In 2006-2007, SI will
college focused on revisions required to                    serve more than double the students
best meet the needs and learning behaviors                  enrolled in the previous year and students
of its own college-level students. The new                  from across all four campuses; additional
discussion and survey strategy early in the                 gatekeeper courses will be included.
semester in spring was expected to
improve the student participation rate in
the out-of-class workshops and ultimately
to improve their class performance.

Fall 2005 Supplemental Instruction (SI) – Supported MTH 158 Results
SI-Supported MTH 158 Classes                         MTH 158 Classes Overall
             Success     Non-Success     Withdraws                Success      Non-Success    Withdraws
Students                                             Students
             (A, B, C)   (D,F)           (W)                      (A, B, C)    (D,F)          (W)
N = 130      N = 101     N = 18          11          N = 1255     N = 809      N = 319        N = 127
100%         77.69%      13.85%          8.46%       100%         64.46%       25.42%         10.12%

Spring 2006 Supplemental Instruction
(SI) – Supported MTH 158 Results

SI-Supported MTH 158 Classes                         MTH 158 Classes Overall
           Success       Non-Success   Withdraws                   Success     Non-Success   Withdraws
Students                                             Students
           (A, B, C)     (D,F)         (W)                         (A, B, C)   (D,F)         (W)
N = 117    N = 90        N = 18        N=9           N = 945       N = 624     N = 215       N = 106
100%       76.92%        15.38%        7.69%         100%          66.03%      22.75%        11.22%

Although numbers are small, results
indicate that Supplemental Instruction
does improve the rate of student success.
Results for spring were similar to results
for fall; however in each semester, SI-
supported students performed successfully
at a rate of at least 10% greater than
students in non-SI-supported classes. Of
interest is that students in SI-supported
classes had slightly lower withdrawal rates
than in the non-SI-supported classes.
                        UNIVERSITY OF HOUSTON-DOWNTOWN
                                  MATHEMATICS BRIEFING

Institution Profile                            both departments teaches developmental
The University of Houston-Downtown             courses from time to time, most on a
(UHD) is an open admissions, primarily         regular basis. All developmental courses
undergraduate, institution offering more       also administer departmental final exams,
than 40 bachelor’s degrees in a wide           written each year by full-time and
variety of disciplines. The student body of    tenured/tenure-track faculty teaching these
about 11,500 is extremely diverse: 37%         courses. These practices help with
Hispanic, 26% African-American, 24%            assessment and the alignment of
white, 10% Asian, 59% female, and 51%          developmental and credit course
full-time. UHD awarded more than 1,600         objectives. College Algebra and Freshman
undergraduate degrees in 2005.                 Composition I also give departmental final
                                               exams. About 85% of FTIC students at
State of Developmental Education               UHD will enroll in a developmental
                                               course. Indeed, about 72% of FTIC
As a four-year institution, UHD can only
                                               students will enroll in a developmental
offer six hours of developmental
                                               mathematics course. In Fall 2005, roughly
mathematics. These hours are divided into
                                               10% of the undergraduate student body
two courses: Beginning Algebra (Math
                                               was enrolled in one or more
0300) and Intermediate Algebra (Math
                                               developmental courses.
1300), both of which are housed in the
Math Department. English and reading
developmental courses are housed in the        Promising Intervention Strategies
English Department. The respective             and Evidence of Effectiveness
academic departments supervise the             This is UHD’s first semester participating
syllabi for their developmental courses,       in Achieving the Dream, so we are still in
with a coordinator for each discipline         the planning stages. However, last year the
assigned to this task. In the Math             university initiated (for the first time) a
Department, the Pre-calculus Program           “satisfactory progress policy” for
Committee also plays an oversight role,        developmental students. Under this policy,
and in the English Department, the             students who make an F in a
Composition Committee plays a                  developmental mathematics course are
corresponding oversight role. Recently,        now required to enroll in Math 1201–Math
there has evolved a joint Developmental        Success Lab. This two-hour course
Curriculum Committee consisting of             provides structured tutorial assistance
faculty from both departments who meet         designed to help these students achieve
regularly to coordinate developmental          success. It is supplemental to the
policies (such as attendance and grading       developmental course. Tutoring is carried
policies), conduct assessment of the           out during class by peer tutors under the
overall developmental program, encourage       supervision of a mathematics instructor.
the sharing of ideas about developmental       Tutorial activities are structured around
strategies, and serve as an advocate for       course homework and additional group or
developmental students and faculty within      laboratory activities specially designed for
the university. Developmental courses in       Math 1201. Additional topics include
both departments are taught by a variety of    study skills, time management, goal
adjunct, full-time, and tenured/tenure-track   setting, and test-taking skills, so this is
faculty. Virtually every faculty member in     also a general college success course.
                        UNIVERSITY OF HOUSTON-DOWNTOWN
                                  MATHEMATICS BRIEFING

Students who make a D in a                     Lessons Learned
developmental mathematics course and           The peer tutoring aspect of the lab course
College Algebra students can enroll in the     is essential. Starting in spring 2007, we
course on an optional basis. An English        will institute a nominal lab fee to help
Success Lab and a Reading Success Lab          defer the cost of the peer tutors. This
are conducted as well, for students in those   course is challenging for mathematics
disciplines. Math 1201 was offered for the     instructors, who are not usually trained to
first time in spring 2006, and the results     teach college success-type skills.
were encouraging. About 50% of these           Therefore, some provision for faculty
students were able to avoid a second           development and training would be
consecutive F in the given developmental       helpful. Likewise, the lab instructors must
mathematics course. In past semesters, less    communicate regularly with the
than 20% of these students have avoided a      developmental course instructors of the
second consecutive F.                          students and academic advising, to
                                               monitor the progress of the students
                                               closely. Keep in mind these are high-risk
                                               students, with many vulnerable habits and
                                               behaviors (particularly poor attendance).
                                               We are, therefore, considering paying the
                                               lab instructors for an additional hour to
                                               compensate for this monitoring.
                        UNIVERSITY OF NEW MEXICO–GALLUP
                                   MATHEMATICS BRIEFING

Institution Profile                            between Pre-Algebra 44 and Algebra 45
The University of New Mexico–Gallup            are advised to take MATH 100. Any
(UNM-G) is a branch campus of the              COMPASS score above Algebra 46 is
University of New Mexico, offering 26          considered for college-transfer level
certificates and 37 associate degrees.         mathematics.
UNM-G serves a vast isolated area, which
includes the city of Gallup (pop. 22,000),     For more than five years, MATH 100 has
parts of the Navajo Nation, and the Pueblo     been offered as a four-credit course with
of Zuni. UNM-G has the largest Native          three credits being in class and the
American student population (79 percent)       additional credit being mathematics
of any public two-year college in the          tutoring. The tutoring is provided by the
United States. Gallup is in McKinley           College Learning Center, which employs
County, which has a per capita personal        one full-time mathematics education
income of $9,872.                              specialist and several peer tutors. The
                                               students receive 5% of their grade for
State of Developmental Education               MATH 100 from their attendance at
Developmental education is housed in the
Transitional Studies Department, which
                                               Two years ago, MATH 097 was re-
was established three years ago. All new
                                               implemented after an extended furlough.
students take the COMPASS test and are
advised accordingly into either transitional   This course is offered as the mathematics
studies or college transfer courses. The       portion of the mid-level learning
                                               community first piloted in fall 2006. At
campus is in the early stages of
                                               present, those who successfully complete
implementing a course outcomes
                                               MATH 096 can opt to go straight into
assessment plan. Over 80 percent of
students test into one or more transitional    MATH 100 or take MATH 097. However,
                                               very few sections of MATH 097 are
studies courses, making success in these
                                               offered at this time.
courses the key to overall student success
                                               In the academic year 2005-066, the entire
                                               full-time developmental mathematics
Four developmental mathematics classes
are offered: MATH 96 (Fundamentals of          faculty took part in workshops on
                                               educational assessment. Some of the
Mathematics I), MATH 97 (Fundamentals
of Mathematics II); MATH 99 (Pre               instructors have implemented peer and
                                               group work into their teaching of
Algebra); ISM 100 (Algebra Problem
                                               mathematics. Several of the techniques
                                               employed have been puzzles for
                                               developing critical thinking skills, group
Promising Intervention Strategies
                                               assignments and exams, and take-home
and Evidence of Effectiveness
                                               exams. These strategies have been
Developmental mathematics at UNM-G             employed to create a more student-
consists of three sequential courses:          centered environment and to lower the
MATH 096, MATH 097, and MATH 100.              students’ affective barriers towards
Students with COMPASS scores below             learning mathematics.
Pre-Algebra 43 are advised to take MATH
096. Students with COMPASS scores
                         UNIVERSITY OF NEW MEXICO–GALLUP
                                   MATHEMATICS BRIEFING

A current discussion taking place among             61.3%; in MATH 97, the success rate
the Transitional Studies mathematics                is 76.4%; in MATH 99 the success rate
faculty is the status of calculators in the         is 74.8%; and in MATH 100 the
classroom, especially graphing calculators.         success rate is 63.5%. An overall
Much of the research suggests that                  increase in developmental mathematics
students in developmental classrooms                from the 2004-2005 baseline of 59.7%
should not be using calculators because             to 2005-2006 level of 69%. An overall
they need to learn to do the calculations by        increase of 10.7% for developmental
hand. Conversely, other research suggests           mathematics overall.
that students need early and often
exposure to graphing calculators in order       •   Increase the success rate of the
to be familiar enough with them to be               “gatekeeper” courses, including
prepared for college algebra and beyond.            college mathematics (it is assumed that
This year a decision was made to prepare            increases in the success rate of the
students to use graphing calculators. The           college mathematics classes is in part
current MATH 096 textbook also has                  due to the instructional changes in
exercises that help to familiarize students         developmental mathematics as 97% of
with the graphing calculators.                      entering students test into one or more
                                                    developmental mathematics courses).
Lessons Learned                                     In MATH 118 (the first of two courses
Two of the performance measures for the             in a College Algebra sequence), the
Achieving the Dream initiative involved             success rate was 64% (an increase of
developmental mathematics and assessing,            18% above the baseline) and in MATH
if indirectly, the impact of the above              120 the success rate was 62.1% (an
interventions.                                      increase of 19% above the baseline).

•   Increase the success rates of students in
    the developmental courses. For 2005-
    2006, in MATH 96, the success rate is
                            VALENCIA COMMUNITY COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                            report to a resource center to work on
Valencia Community College is located in       problems from this test. Workshops
Orlando, Florida and was founded in 1967.      focusing on course competencies are
The college has four campus locations,         presented periodically.
serving more than 45,000 students
annually. The student population is            The Supplemental Learning program uses
diverse, with almost half belonging to         the Supplemental Instruction model from
minority groups. Sixty-three percent of        UMKC. This program began in fall 2001
these students are part-time.                  at the Winter Park campus, and East and
                                               West Campuses began fall 2003 (data
State of Developmental Education               collected for 7 semesters on East and 9
                                               semesters on West). Osceola began fall
Valencia has a decentralized approach to
developmental education. The                   2005 (data collected for 3 semesters) and a
                                               college-wide focus on program began
disciplines—three deans of mathematics
and the four deans of communication—do         spring 2006. Currently, Valencia has 52
all the scheduling of courses and hiring of    developmental mathematics classes
professors for the developmental courses       utilizing this intervention.
at their own campuses.
                                               Learning in Community (LinC): Valencia
                                               is linking three developmental
Valencia has done a lot of work in this
                                               mathematics classes with the Student
area. We are in the process of working
                                               Success course. This intervention began as
through all course outlines. We have
                                               a pilot in summer 2002 focusing primarily
finished three of the four developmental
                                               on student success and mathematics. LinC
mathematics courses and several of the
                                               began college-wide data collection in fall
college-level bridge courses such as
                                               2006. Currently, Valencia has nine LinCs
College Algebra, College Mathematics,
Statistics, and Pre-Calculus.
                                               Open Math Lab: The lab component for
Since approximately 74% of the incoming
                                               three courses utilizes the open lab format.
students are underprepared, the college is
                                               Students are required to attend the open
now spending a lot of energy focusing on
                                               lab for 50 minutes per week, completing
what has been successfully implemented
                                               assignments prescribed by a study plan
in developmental mathematics at the
                                               formulated by diagnostic test scores. This
institution and is in the process of scaling
                                               intervention began at the West Campus in
up those initiatives.
                                               spring 2006 with data collection beginning
                                               in summer 2006. Pilot program started in
Promising Intervention Strategies
                                               fall 2005 with data collected.
and Evidence of Effectiveness
CompHouse: This strategy began in fall         The targeted population for these
2004 on West Campus for six semesters          interventions is as follows:
and began in summer 2006 on East               CompHouse: Pre Algebra, Beginning
Campus. The college-wide focus began an        Algebra, and Prep Math Intensive
fall 2006. It is targeted at helping
Beginning Algebra students be successful
with the state competency test. Students
                            VALENCIA COMMUNITY COLLEGE
                                      MATHEMATICS BRIEFING

Supplemental Learning: Pre Algebra,               Beginning Algebra, and Prep Math
Beginning Algebra, Intermediate Algebra,          Intensive.
and College Algebra
LinC: Student Success linked to Pre               Lessons Learned
Algebra, Beginning Algebra, and                   CompHouse: Time on task and
Intermediate Algebra.                             competency driven activities help with
Open Math Lab: West Campus only—Pre               student completion rates—i.e., Pizza
Algebra, Beginning Algebra, and Prep              Friday’s made the CompHouse popular!
Math Intensive                                    The informal, inviting environment made
                                                  for a comfortable, pleasant learning
Student outcomes include:                         atmosphere.
•   Improved college preparatory course
                                                  Supplemental Learning: Each campus
    completion rates
                                                  needs its own coordinator, and a college-
•   Improved fall to fall retention               wide coordinating team is necessary to
                                                  grow the program. The SL coordinating
•   Improved college preparatory program
                                                  team is important for discussing college-
    completion rates
                                                  wide standards for training SL leaders,
•   Improved rates of completion of 15            training faculty, data collection/data
    credit hours                                  sharing, recruiting SL leaders, and
                                                  marketing the program to students.
•   Improved mathematics competency
                                                  Attendance is essential, although at this
•   Strengthened student engagement               time it is voluntary.

These interventions are evaluated as              LinC: Early faculty development for
follows:                                          curriculum combinations and ongoing
CompHouse: College wide competency                planning with your peer instructor and
exam/state competency exam, attendance            success coach is essential. Marketing and
data, and evaluation survey                       advertising directed to a specific cohort of
                                                  students was helpful. We reached our
Supplemental Learning: Cohort data,               target goal of nine out of nine courses
competency exam, college wide final               filled.
exam, attendance, and course completion
rates, evaluation surveys, and focus groups       Open MathLab: Orientation and training
LinC: Cohort data, student success                of lab instructors is essential. Since we are
portfolio (my portfolio), CCSSE,                  using a computer software (MyMathLab),
personality profiles, learning styles (True       registration for all students was completed
Colors and MBTI), integrated assessment           prior to the first day of class. We had
                                                  entire class orientations instead of drop-in
Open MathLab: Diagnostic test, prep               orientations. The lab received great
mathematics learning plan, mastery tests          support and resources from computer
addressing competencies for Pre Algebra,          support services, facilities management,
                                                  the provost, and the dean.
                            WAYNE COMMUNITY COLLEGE
                                  MATHEMATICS BRIEFING

Institution Profile                           years, with an emphasis on students from
Wayne Community College, located in           the point of their admission through their
Goldsboro, North Carolina, is one of 58       enrollment in various developmental
community colleges in the growing North       mathematics courses, culminating with
Carolina Community College System. The        their performance in the various college-
College was founded in June 1957 and          level mathematics courses.
offers 40 degree (AA, AS, AFA, AAS), 14
diploma, and 20 certificate programs to       The QEP is structured to fit the College’s
over 4,000 students a year and also offers    planning model. Like the model, the QEP
approximately 100 continuing education        requires that goals and objectives include
courses to almost 10,000 students             the following information: the department
annually.                                     originating the objective, the intended
                                              outcome, the assessment criteria, the
State of Developmental Education              resources needed to accomplish the
                                              objective, and the target beginning or
Wayne Community College has focused
                                              completion date, whichever is more
on the issue of developmental education
                                              applicable. Also, the structure of both
for a number of years. As part of the
                                              planning processes requires an evaluation
College’s ongoing continuous
                                              of the results of each goal or objective.
improvement process that is tied directly
                                              The outcomes must be examined to
into the College’s planning process,
                                              determine successful completion.
retention of high-risk students was
                                              Objectives that are not complete are
identified as a key component to student
                                              modified for improvement and are
success. In July 2000, a Continuous
                                              continued during the next planning cycle.
Improvement Project (CIP) on retention
was developed to examine programs,
                                              Beginning fall 2005, the Developmental
activities, and processes impacting all
                                              Studies Department originated as an
students, but especially developmental
                                              integrated department featuring
                                              developmental education courses in
                                              English, reading, mathematics, and study
Promising Intervention Strategies
                                              skills; a department head responsible for
and Evidence of Effectiveness
                                              oversight of this area; and seven full-time
The College recognized the need to            faculty who also serve as academic
conduct a college-wide comprehensive          advisors for at-risk developmental
study of developmental education and          students. (At-risk developmental students
made this area the focus of the re-           are defined as those individuals who place
accreditation process as established by the   into two or more of the lowest-level
Southern Association for Colleges and         developmental education courses.)
Schools (SACS). An array of data was
used to support the College’s decision to     Lessons Learned
select Developmental Math as the primary
                                              One initiative that has been implemented
focus for the Quality Enhancement Plan
                                              this past year is an early alert and tracking
(QEP). By integrating the QEP into its
                                              effort. This initiative has been developed
annual planning activities, the College has
                                              to contact students who, due to class
acknowledged a commitment to the QEP’s
                                              absences or poor academic performance,
goals and outcomes over the next four
                                              have been referred by an instructor to a
                              WAYNE COMMUNITY COLLEGE
                                    MATHEMATICS BRIEFING

developmental studies retention advisor.        that although many students inform
Before the last date to drop, instructors are   advisors that they are performing poorly
asked to refer students to the advisor; also,   due to life issues (i.e., lack of childcare,
midterm reports indicating class                transportation, care for an ailing parent),
performance are also used to identify and       they also have expressed their satisfaction
contact students at risk of failing.            with this personal contact as indicative of
                                                how much college faculty, and personnel
Students are contacted by phone, e-mail,        care about students' academic success.
or letter to meet with the advisor and are
provided with additional academic               Out of 96 students who were contacted
counseling or referrals regarding tutoring,     through early alert, 23 students passed
supplemental instruction, or personal           developmental mathematics with a C or
counseling. One lesson we have learned is       better.
                                   MATHEMATICS BRIEFING

Institution Profile                             developmental mathematics course and
Yakima Valley Community College                 more than 50% required four or more.
(YVCC) has two campuses located at
Yakima, WA and Grandview, WA. Fall              Developmental education is critical to
2005 enrollment was 6979 students: 60%          student success efforts at YVCC. The
full-time; 66% female; 60% under 30 years       majority of students spend at least two
of age; more than 50% ethnic minorities.        quarters in developmental coursework and
Student intention is nearly split in thirds     need to proceed with skill acquisition as
between transfer, vocational, and basic         quickly as possible. Both the English and
skills.                                         Math Departments have been experimenting
                                                with alternative placement and/or
State of Developmental Education                remediation activities in an attempt to ensure
                                                student success while cutting down on the
Developmental Education at YVCC is
                                                duplication of activities and decreasing the
integrated within the appropriate discipline:
                                                amount of time spent in developmental
English or Math. There are three levels of
developmental English courses and five
levels of developmental mathematics
courses. A great deal of effort has been        Promising Intervention Strategies
expended to align developmental course          and Evidence of Effectiveness
sequences with expectations for success in      A current YVCC developmental
college level courses. Prerequisite skills      mathematics intervention strategy is to raise
have been identified and sequenced in           awareness of the Math Center. The target
courses leading to college level coursework     population for this project is any student
and/or for co-enrollment in developmental       taking a mathematics class. It is hoped that
and college-level coursework. Placement is      this project will lead to better grades in their
mandatory based on ASSET or COMPASS             mathematics classes. In order to evaluate
scores and/or previous course completion.       effectiveness, the mathematics faculty is
Most college-level courses in both the Arts     informing their students every quarter of the
and Sciences and Workforce Education            benefits of using the Math Center. This
Divisions identify prerequisite English and     project has been implemented since the
Math skills and/or courses, including most      opening of the Math Center 12 years ago.
requiring college-level English skills and      Current evidence indicates that students who
some mathematics skills before enrolling in     use the Math Center are as much as 12%
courses.                                        more successful in their mathematics classes
                                                than the students who do not.
Placement testing data indicated that more
than 90% of potential students who came to      Lessons Learned
YVCC and took placement tests in 2004/05        YVCC has learned a number of things by
would have been required to enroll in at        implementing this project:
least one developmental mathematics course         • Students who use the Math Center
if they came to the college. Actual data on           have higher homework scores
newly entering students in fall 2005               • Students who use the Math Center
indicated that more than 60% of those who             are more likely to ask questions in
registered required at least one                      class
                               MATHEMATICS BRIEFING

•   Students who use the Math Center
    take a more active role in their
•   Students who use the Math Center
    are more likely to use the textbook’s
    supplements, which include online
    services and tutorial software.
                                  ZANE STATE COLLEGE
                                   MATHEMATICS BRIEFING

Institution Profile                              Promising Intervention Strategies
Zane State College is an associate degree        and Evidence of Effectiveness
granting institution that shares a campus        Developmental Math’s Relationship to
with a branch of Ohio University and has a       Student Success
fall enrollment of 1,950. Zanesville is          The analysis of the data on Zane State’s
located in Appalachia, and the surrounding       Achieving the Dream cohort indicated
region has the associated characteristics of     performance in mathematics is the most
high unemployment and low educational            important predictor of persistence. The
attainment. The student population is 92         entering cohorts of 2002 and 2003 were
percent white and 60/40 percent                  divided into two groups: persisters and
female/male. Sixty percent are less than 25      dropouts. Persisters enrolled for at least one
years old, 66 percent are full-time, and 34      credit hour of coursework in the fall term
are percent part-time.                           following their year of enrollment. Dropouts
                                                 did not register for any credit hour in the fall
State of Developmental Education                 term following their year of enrollment. The
Zane State’s developmental education             group sizes, performance on the placement
courses are centralized and coordinated by a     test, completion of developmental program,
director who also oversees the learning          and performance in developmental program
center, tutorial services, and the new student   for these two groups were compared. Nearly
orientation course. The developmental            42% (322 out of 765) of the entering cohorts
education program is part of an academic         were placed two levels below college level
division that includes the college-level         mathematics based on their performance in
general studies courses and faculty. The         the Accuplacer placement test. Some of
institution’s small size facilitates the         these students enrolled in developmental
program director’s ability to work closely       mathematics courses while others did not.
with the college-level general studies faculty   After one year, 74% of those who completed
to insure congruency in the curriculum. As a     developmental mathematics courses were
result, students earning a C or better in the    still in college. On the other hand, just 37%
highest-level developmental courses have         of those who did not complete a
successfully earned a C or better in targeted    developmental mathematics course were still
college-level courses at the following rates:    enrolled in college.
Reading to Introduction to Psychology or
                                                 The following conclusions are drawn from
Sociology – 81%
                                                 the research data:
Developmental English to first college level
English composition course – 87%                    •   The percentage of students testing
Pre-algebra to Introduction to Algebra –                two levels below college level
70%                                                     mathematics is consistent (around
                                                        40%) between persisting student
Pre-business Math to Business Math – 78%                group and dropout group.
The developmental education coursework              •   There is a large gap in completion of
has Advanced Certification from the                     developmental mathematics courses
National Association for Developmental                  between the two groups. The
Education.                                              majority of persisting group, 74%,
                                                        completed the developmental
                                ZANE STATE COLLEGE
                                 MATHEMATICS BRIEFING

       mathematics course contrasted with     Outcomes are measured as follows:
       only 37% of dropout group.                • Increase retention by 5 percent.
   •   The performance of students in            •   Increase the number of
       developmental mathematics courses             developmental students who enroll
       from both persisting and dropout              and successfully complete
       groups are similar: 56% getting a             developmental mathematics in their
       “C” or above from the persisting              first and second quarters.
       group compared with 51% from the
       dropout group.                         Strategies Contributing to Student Success
   •   The most significant result of Zane    in Developmental Math Courses
       State’s 2005-06 research study has     Learning outcomes, assessments indicate
       been the identification of the group   students who complete developmental
       at highest risk of dropping out        mathematics are prepared for college-level
       between two consecutive fall           courses and succeed as well as the students
       quarters. Students who are placed in   who place directly into college level. The
       developmental mathematics courses      following practices contribute to the success
       two levels below college level         of the developmental mathematics courses:
       mathematics and fail to complete the      •   Credit by Exam process allows
       developmental mathematics course              students with just a few skill
       are at highest risk of dropping out.          deficiencies in computation to fast
       Achieving the Dream intervention              track through the computation
       strategies focus on this group of             course.
                                                 •   Faculty are required to have degrees
Achieving the Dream Intervention Strategies          in education.
The following intervention strategies have
                                                 •   All faculty follow standard syllabi
just begun in fall quarter 2006:
                                                     and give departmental tests.
   •   Increase the number who enroll in
                                                 •   The mastery learning process is part
       developmental mathematics and
                                                     of each course.
       successfully complete the courses
       during their first year by hiring an      •   An integration of traditional
       additional academic advisor for               classroom teaching activities and
       developmental students and revising           completion of computerized
       technical program curriculums that            assignments on My Math Lab during
       do not have required mathematics              class time has increased final grades.
       courses in the first year.
                                                 •   Professional mathematics tutor is
   •   Participate in the Foundations of             available by appointment in the
       Excellence program to research and            learning center.
       develop an integrated first year
                                                 •   Students must pass an exit exam.
       experience program that will
       increase the satisfaction and             •   Regularly scheduled outcomes
       retention of the targeted group as            assessments are conducted and
       well as all the college’s freshmen.           courses are revised to address