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Community College - Feature Story
April 2009
Reducing the need for remedial math: a case study.
| The staggering percentage of high school students in the United States that are graduating unprepared to take college-level mathematics translates into millions of dollars being spent on remediation. In Florida, for instance:
- The total cost between 2004 and 2005 tallied more than $118 million split between the state ($62.9 million), students ($50.5 million) and community colleges ($4.9 million).
- In 2003-2004, the total cost of remediation was $113 million.
- Nearly 80 percent of Florida high school students entering the state's community colleges between 2003 and 2004 required remediation in at least one subject area - nearly 90 percent of those students were placed in a remedial math class.
In response to these findings and recommendations by the Florida High School Reform Task Force and State Office of Program Policy Analysis and Government Accountability, the Florida Community College at Jacksonville (FCCJ) Workforce Development department partnered with Nassau County's Yulee High School in 2006 on an innovative pilot initiative called the Math Rigor and Readiness Project to increase the number of students who place into higher level college math courses.
The earlier, the better
"I feel like the college did something positive for the students who would have probably placed in developmental math when they entered college," said Peg Greene, instructor-in-charge of the Math Rigor and Readiness Project's grant and educator mentoring. "Attitudes regarding math changed. Students who did not think they were capable of succeeding in college level math now believe they can achieve success."
By introducing FCCJ's Intermediate Algebra coursework in conjunction with a college-level textbook (Intermediate Algebra, A Graphing Approach, Elayn Martin Gay, 4th ed. Prentice Hall) and TI graphing technology as early as 11th grade, the results were compelling:
- Passing scores for a high percentage of juniors and seniors who took the end-of-year College Placement Test (CPT)
- Increased educator effectiveness through the use of educational technology and hands-on technology training
- Significantly reduced need for math remediation
"We were amazed," said Peg Greene, former professor of mathematics at FCCJ and the instructor-in-charge of the project's grant and educator mentoring. "The idea was to work with a local high school to help students enter college better prepared."
In May 2007, 125 11th and 12th grade students completed the year-long Algebra class and 69 opted to take the CPT. Fifty-seven students (83 percent) scored high enough to place into College Algebra. Only 17 percent of students required remediation compared to 63 percent the previous year for first-time college students.
The following academic year (12th grade), 46 of the 57 students used FCCJ's College Algebra curriculum. The textbook used was college-level: College Algebra, Enhanced with Technolgy, Michael Sullivan, Prentice Hall. Of the 40 that opted to take to the state's College Level Exam Program (CLEP) test for college credit in May 2008, 36 passed (90 percent).
"I feel like we did something positive for the students who would have probably placed in developmental math in college," said Greene. "We were not shooting for the student who was going to get a bachelor's degree. We wanted the student taking workforce certification. What can't be measured is how many of these students may not have gone onto college and now their foot is in the door. Attitudes regarding math changed. Students who did not necessarily think they were capable of going to college, now believe they can succeed. Any student not passing the CLEP test is still better prepared when taking College Algebra when entering college."
Time proved of the essence …
While the typical college math course runs approximately 16 weeks, the Math Rigor and Readiness Project spanned the entire high school academic year. This extended timeframe helped educators integrate technology effectively in their classrooms. Specific benefits included:
- Hands-on training in using TI-84 Plus Silver Edition graphing calculators in lessons
- The ability to effectively guide students in becoming increasingly proficient with the calculators
- The opportunity to help mentor colleagues on how to successfully incorporate the technology
"It was important to get the pilot site teachers trained and then prepared to train fellow teachers, especially because the textbook (Intermediate Algebra, Martin Gay, 4th ed. Prentice Hall) reinforces the use of the technology" said Greene. "The technology needed to be seamlessly incorporated into how the math was being taught rather than driving the math lesson itself."
… for quality hands-on training
Through the support of TI, high school educators attended a T3™ Teacher Leader Cadre (TLC) - a 9-day hands-on technology workshop series that began in the summer and continued into the fall semester of the academic calendar. Five days of training took place in June prior to the start of the new school year, followed by two more days in September and another two days in October.
"The teachers in the pilot site (Yulee High School) were young enough to have had experience using graphing calculators during their pre-service education in college," said Greene. "They came away from the TLC professional development having learned specifically how to teach concepts with the technology, not simply button presses."
… for leveraging the benefits of the technology
With funding from FCCJ's Workforce Development department, each of the 125 11th and 12th grade students who elected to sign up for the initial Math Rigor and Readiness Project was provided a TI-84 Plus Silver Edition graphing calculator. Through daily exploration during lessons using the calculators as well as computerized testing at regular intervals, educators were able to assess individual progress, levels of understanding and how and when to introduce the next set of concepts in the Algebra curriculum.
"I'm the kind of teacher who bought into the use of technology early," explained Greene. "The technology draws in the students and then you can teach them the math. When you are using technology like graphing calculators, you never see the students looking bored. They are all actively engaged and talking mathematics and that is wonderful."
… for teacher-to-teacher mentoring
During the beginning piloted phases of the Math Rigor and Readiness Project at Yulee High School, FCCJ math professors and representatives from the Workforce Development department collaborated with the high school educators on curriculum design, instructional strategies and recommended workshops and conferences to attend throughout the school year.
"We met several times face-to-face during that first year to discuss ongoing issues regarding any challenges," said Greene. "Now I communicate with them mostly by email or phone. The following year (when the 11th grade students entered the 12th grade curriculum), those teachers were equipped to mentor fellow teachers in their own school, so the training and support was through daily contact and communication. In the 2008-2009 school year, the pilot was extended to Duval County Schools. It has been piloted in one high school, First Coast High School, with the intention of implementing it in 28 schools the following year.
"The participating teachers have given talks at T3 Regional Conferences and T3 International Conferences to spread the word about the success of this project."
A true potpourri of math learners
State standards for the high school curriculum are meant to prepare students for advanced mathematics at the college level, yet this works best when high school graduates continue their education immediately after high school graduation. The typical community college student body comprises a broader range of age groups and math competency. The average age of a community college student is 28 years old.
"The high schools have to meet so many standards and testing is driving a lot of it," explained Greene. "It all sounds good on paper, yet we have 18-year-old students entering community college straight from high school and many other students who are five, 10 and 15 years removed from high school. Community colleges get everyone who falls into this space where meeting standards does not apply anymore. It's an entirely different story. The student may have met the standards upon high school graduation but then need remediation due to the amount of time since taking their last math course. "
Greater student success, affordable cost of education
On average, Florida high school graduates who attended community college and needed remediation paid an additional $504 in tuition for college prep coursework during the first year. In 2004, two-thirds of the approximately 1,550 first-time students enrolled at FCCJ were placed in a remedial math course, which contributed to tuition costs as well as the ability to retain students.
"I have worked on numerous grants and I have felt the best about this one," said Greene. "We are taking this study to high schools throughout the state and sharing it with the Florida Community College Board. When students start out in college-level math when they enter college, it will cost the state and the student less money in the long run.
"I think graphing calculators also helped make a big difference. Getting students interested in the math isn't something you can really measure. How many students get turned onto the math when they have the technology? So many students think math is beyond their capabilities. With this project, the carrot at the end of the stick is the fact that they can pass out of College Algebra prior to entering college. They begin to really believe that math is not a subject to avoid. The student has a goal to succeed and the means to achieve that goal."
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