Math Reality vs. Math Myth: A Partnership for Student Success

Math Reality vs. Math Myth:
A Partnership for Student Success

Dianne Siegfreid, Concurrent Enrollment, Weber State University, Utah
Dixilee Blackinton, Developmental Math, Weber State University, Utah
Lisa Jasumback, K-12 Math Supervisor, Davis School District, Utah


The Salt Lake Tribune
August 18, 2004

Utah up on ACT scores
Overall results make educators
happy, but math still a struggle


Fewer then half of collegebound grads from 2004 will
do well in college math
courses.
“…math remains the toughest of
the ACT exams, reinforcing
revelations from another
measure: the Utah Basic Skills
Competency Test…”


Weber State University
Demographics
• Primarily an undergraduate 4-year
institution
• Open Enrollment

• Approximately 18,000 students
• Commuter Campus


Weber State University
Demographics continued
• 39% Non-traditional Students
• 60% Students are full time
• 89% of students work at least 10
hrs. per week
• 38% are married


The University Viewpoint
• Student body has changed
• Student preparation has not kept
pace
• Most high school intermediate
algebra students land in college
developmental math


The University Viewpoint continued
• Low passing rates in
developmental math
• Trust issue between college and
high school
• Higher math placement enhances
college success

Math Placement
•

Only 30% are eligible for college level math

•

Less than ACT 23 score and COMPASS
Placement
905 (Prealgebra)

50%

960 (Beg. Algebra) 25%
1010 (Int. Algebra) 7%
Higher Courses

16%


Prognosis of Earning a Degree
• 10-year Analysis (1990-2000)
First Course
Prealgebra
Beg. Algebra

Passed MC/QL
1.8%
3.8%

Degree
11.4%
22%

• 1-year Analysis (Admitted Summer 1998-Spring 1999)
First Course
Achieved QL
Prealgebra
9%
Beg. Algebra16%
Int. Algebra
34%

Still Enrolled
34%
36%
44%


Davis School District
Demographics
• K-12 Public School System
• Suburban, just north of Salt Lake City
• Includes 9 Title 1 Elementary Schools
• 60,000 students currently, expected to
increase 20,000 in the next ten years


7th Graders Enrolled in

Algebra
19992000

20002001

20012002

20022003

16%

16%

17%

15%


Math Course Taking Patterns of Seniors
(2004) Who Were Enrolled in Algebra As
7th Graders
100
90
80
70
60
50
40
30
20

10
0

ALG-7

GEO-8

ALG2-9 PREC-10

AP-11

AP+-12


Distribution of Grades
70
60
A
B
C
D
F
N

50
40
30
20
10
0

7th

8th

9th

10th

11th


Using the 6th Grade CRT To
Identify
Students For Algebra
6th grade
CRT
99
97
96
96
96
93
93
93
91
91
91
91
91

90
90
90
89

7TH
7TH
7TH
7TH
7TH
7TH
7TH
7TH
Pre-Alg Pre-Alg Pre-Alg Pre-Alg Algebra Algebra Algebra Algebra
1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term
AA
AAAAB+
A
B+
C
DF
A
A
A
A
A
AA
A
B+
B

AAA
AA
A
A
A
A
A
B+
B
B
AF
D
F
DA
A
A
B
AB
A
B
A
AA
B+
A
A
AB+
B+
B
ABA
A

A
A
A
A
A
A


Eighth Grade
8TH
8TH
8TH
Algebra Algebra Algebra
1st term 2nd term 3rd term

AB
A-

A-

A-

B+
BA

C+

A

BC+

B+

D

B-

8TH
Algebra
4th term

8TH
8TH
8TH
8TH
Geometry Geometry Geometry Geometry
1st term 2nd term 3rd term 4th term
A
AA
AA
A
A
A

F
A

A

A

A

B+
A
B+

B+
A
C+

AA
B

B+
A
B-

C
AA

B
B+
A

BA
A

C+
AA

A
A
A

A
AA

A
A
A

A
A
A

A
A

B

A


Ninth Grade
9TH
9TH
9TH
9TH
Algebra Algebra Algebra Algebra
1st term 2nd term 3rd term 4th term

B

C

C

9TH
9TH
9TH
9TH
9TH
9TH
9TH
9TH
Geometry Geometry Geometry Geometry Int. Alg. Int. Alg. Int. Alg. Int. Alg.
1st term 2nd term 3rd term 4th term 1st term 2nd term 3rd term 4th term
AB+
A
AA
AAA
B+
B+
B+
CA
A
A
AC+
D+
C+

C+
AAAAC+
C+
BD+
AA
A
ABBC
C

A

A-

A

A-

C
AB

DAC+

A
B+
C

D+
B+
D-

BAB+

C+
B
A-

BB+
A-

D
B
A-

A


Tenth Grade
10TH
10TH
10TH
10TH
Geometry Geometry Geometry Geometry
1st term 2nd term 3rd term 4th term

10TH
10TH
10TH
10TH
Int. Alg. Int. Alg. Int. Alg. Int. Alg.
1st term 2nd term 3rd term 4th term

Mtn. High
B+
A

D+

D-

D-

A

B-

AA

BC+
A

CA

A

A

A

B+
A

C

B
A
C

BA
C+

C
A
D

A

B

A

A-

B+
AB+

ABA

A
B+
A-

A
B+
A

CA

F
A-

A

C+

10TH
10TH
10TH
10TH
Precalc Precalc Precalc Precalc
1st term 2nd term 3rd term 4th term
A
A
AAA
A
A
A

B

B-

C

D
A

A-

A-

B


Eleventh Grade
11TH
11TH
11TH
Int. Alg. Int. Alg. Int. Alg.
1st term 2nd term 3rd term

11TH
11TH
11TH
Precalc Precalc Precalc
1st term 2nd term 3rd term

11TH
11TH
Calc AB Calc AB
1st term 2nd term
C+

C+
B
B-

11TH
Calc AB
3rd term
BB+

B+

A

A-

B

B+

F

A

F
A-

A-

D
B

A-

BB

BB

D+

A-

A

D
B+
B+

B+
B
D
B

A


Differences Between High
School/College Math
High School

College

Student Body
All Students

Top 70%
Pedagogy

Procedural-How

Analytical-Why

Curriculum
Int. Algebra in College

Int. Algebra H.S.

Required Out of Class Study Time
Minimal

2 Hours per Hour In


Differences Between High
School/College Math
continued

High School

College

Assessment
Algorithms

Application of
Concept
Grading

Some NonAchievement
Indicators

Demonstrated
Achievement


Typical Barrier to
Concurrent
Math
• Lack of Trust
• Trust: collaborate on professional
development for teachers to enhance
student math readiness


Typical Barrier to
Concurrent
Math
• Need for High Standards
• Standards: require content,
exams, assignments and grading
scale to match college

Typical Barrier to
Concurrent
Additional Effort by College Faculty
Math
Additional Effort: train teachers to
use collegiate grading scale and
require a grading portfolio review


Solutions

continued

• Limited contact with students
• Limited contact: sponsor visits by
collegiate faculty to concurrent
classes to meet and work with
students


WSU-DSD Collegiate
Math Success
Pilot Program