By Putting the Pieces Together

Aemiro Beyene Assistant Prof., Mathematics

John Mitchell Assessment Specialist

Quinsigamond Community College Worcester , MA

Vision Project/Math Pre-Assessment: Strengthening Underprepared Students for College

Who We Are •  Located in central Massachusetts

–  Main campus—Worcester –  Southbridge –  City Square (downtown Worcester) –  Assabet Valley Regional Technical

High School

•  Fall 2011— 9130 (headcount)

•  Student body –  FT=47%; PT=53% –  56.3% female; 43.7% male –  66.6% white; 12.4% Hispanic; 9.9%

Black –  18-22 = 50.7%; 23-29 = 21.3%

Largest major: GS (39.5%), followed by “undeclared” (13.2%)

NATIONWIDE DATA:

256,672 first-time degree-seeking students from 57 colleges participating in achieving the dream.

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Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong

WookJeong& Sung-Woo Cho. December 2008. New York: Community College Research Center, Teachers College, Columbia University. (Revised November 2009).

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•  Approximately 81% of Worcester Public School(WPS) students coming to QCC who take the Accuplacer are testing into at least one developmental math course.

•  Approximately 92% of those students that tested three levels below college math will not graduate or transfer from QCC.

� We have a responsibility to serve the community by developing sustainable programs that can address this challenge directly and effectively on a larger scale.

Is the System working well enough? … ‘Examining the process”

•  Quinsigamond Community College pipeline data for students beginning in Basic Mathematics (3 levels below college mathematics) have 7 exit points that students have to face.

•  Do they pass the first course( Basic Mathematics)?………54% •  If they pass, do they enroll in the second course?.........93%

•  If they enroll, do they pass the second course?.............65% •  If they pass, do they enroll in the third course?............. 85%

•  If they enroll, do they pass the third course?.................45%

•  If they pass, do they enroll in a college-level course?.. 91% •  If they enroll, do they pass the college-level course?....78%

What is the completion rate of the original cohort? You answer!

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•  (0.56)(0.93)(0.65)(0.85)(0.45)(0.91)(0.78)= 9%

•  (0.70)(0.93)(0.65)(0.85)(0.45)(0.91)(0.78)= 11%

•  (0.80)(0.93)(0.65)(0.85)(0.45)(0.91)(0.78)= 13%

•  (0.90)(0.93)(0.65)(0.85)(0.45)(0.91)(0.78)= 15%

What does the multiplication principal tell us?

•  We will never be able to significantly increase completion rate of college mathematics or reduce attrition rates unless we create programs that will reduce the number of exit points a student faces in developmental mathematics. –  i.e. reduce or eliminate the number of

developmental math sequence courses a student takes.

THE VISION PROJECT

Quinsigamond Community College’s Plan for the

Worcester Public Schools

QCC’s Strategic Plan and The Vision Project Goals are Aligned to the QCC’s Vision by Proactively Preparing High School Students for College

The Vision Project

5 WPS

MPAWs Math 04

QCC

Math Boot Camps

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MPAWs’ mission is to increase the comprehension level of all high school students in mathematics and significantly improve the success rate on the

college placement exams.

•  A one- week comprehensive

remedial course

•  Teaching to the placement test

•  Irresponsibly and rapidly advancing students

Math Pre- Assessment Workshops for High Schools

MPAWs is NOT �

•  One week of rigorous, hands-on workshop designed to refresh students’ understanding about basic mathematics

•  Motivating students to do their best

•  Empowering students to achieve their goals

•  Preparing students to take the Accuplacer

MPAWs IS�

WPS

48 students tested out of MAT 090( Basic Math)

�  BREAKDOWN: 25 (43%) tested into Beg. Alg. 19 (32% ) tested into Int. Alg.

4 (7%) tested into College Math 11tested back into MAT090

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21 students tested out of MAT 090 (Basic Math)

�  BREAKDOWN: 15 (45%) tested into Beg. Alg.

3 (9%) tested into Int. Alg. 3 (3%) tested into College Math

12 tested back into MAT 090

Total= 64% tested out of MAT 090

Re-took Acuuplcer independently

33 students finished on their own

59 students completed MBC on schedule

Math Boot

Camps

The QCC Institutional Research Office has calculated that 48 students have managed to avoid taking 76 levels of math courses at a savings of $37,544.00.

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MPAWs 11th Grade Implementation Framework M

PAW

s F

or 1

1th G

rade

rs

Identify approx 30 Students (cohorts)

who tested into Basic

Mathematic (1 month) MPAWs

Kick off Orientation

(5 HS 1 day ) MPAWs base line diagnostic testing

(HS campus) (1 Month)

MPAWs at QCC 4hr/day for 5 days

(1 Week) Re-Take Accuplacer(Last day of

MPAWs)

Nov – Jan 2012 Feb 2012 March 2012 April - May 2012 June 2012 September 2012

Organizational & Behavior Observation, Learning/Competencies, Performance Measures/ Leadership Mentoring, Coaching/Communications and Change Management

Continuous Improvement and Feedback

11th Graders take

AccuplacerTesting*

(3 months)

Students who test out of basic math will attend new math coursecalledMATH 4 for seniors(10 months) .

Students who tested back into basic math will attend the courseduringsummer 2 at QCC.

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Timeline

Vision Project for WPS—Year 1 •  - Administer Accuplacer testing for WPS

11th and 12th graders.

•  - Register 200 students for MPAWS.

•  - Offer summer College mathematics for qualified WPS students at QCC.

•  - Create a Math 4 curriculum for seniors

•  - Develop and strengthen collaboration effort between QCC and WPS.

Aemiro Beyene Assistant Professor Mathematics: Co-Project Manager Vision Project

508-854-4318 abeyene@qcc.mass.edu

•  Questions Please!!!!

John Mitchell Assessment Specialist

Placement Testing: 508-854-4213

jmitchell@qcc.mass.edu