Table of Contents
Please click on the title or scroll down for access to each article.
Pathways Report on Student Retention and Success in Algebra in California's Community Colleges
By Kenneth Meehan, Ph.D
Pathways State Survey on Teaching Algebra
By Hal Huntsman
Pathways Focus on Student Perspectives of Learning Algebra
By Hal Huntsman
Pathways Report on Student Retention and Success in Algebra in California's Community Colleges
Kenneth Meehan, Ph.D.
The Pathways through Algebra Project initially focused on Elementary Algebra because of the low successful course completion rates in that course throughout the California Community Colleges. The California Community Colleges Chancellor's Office defines success as the proportion of all students enrolled at the census date who earn grades of A, B, C, or Credit. Retention, or course completion is defined as the proportion of all students enrolled at the census date who do not withdraw before the end of the class. The original analysis of statewide data from 1998-99 indicated that the average success rate throughout the system was approximately 46%.
A subsequent analysis of statewide data was conducted in the spring of 2004, examining data from the then 108 California Community Colleges from Spring 2001 through Fall 2003 for both elementary and intermediate algebra. Table 1 presents the retention and success rates for all colleges for each year.
| Elementary |
2001 |
71,275 |
71.7% |
47.5% |
| 2002 |
74,907 |
72.2% |
49.7% |
| 2003 |
71,676 |
73.2% |
49.2% |
| Total |
217,858 |
72.4% |
48.8% |
| Intermediate |
2001 |
60,484 |
73.1% |
50.8% |
| 2002 |
63,344 |
73.2% |
51.8% |
| 2003 |
62,022 |
73.7% |
51.5% |
| Total |
185,850 |
73.3% |
51.3% |
The data were subsequently disaggregated by age, gender, and race. Tables 2 through 7 present these results.
| Female |
296,237 |
73.5 % |
51.9 % |
| Male |
191,876 |
71.5 %
|
46.4 %
|
| Total |
488,113 |
72.7 %
|
49.6 % |
| 19 or younger |
186,295 |
74.4 % |
46.3 % |
| 20 - 24 |
152,736 |
70.6 % |
46.4 % |
| 25 - 29 |
51,666 |
72.4 % |
54.7 % |
| 30 - 34 |
32,026 |
73.2 % |
57.7 % |
| 35 - 39 |
24,054 |
73.3 % |
59.0 % |
| 40 - 49 |
32,449 |
73.2 % |
59.4 %
|
|
50 or older
|
10,776 |
69.7 % |
55.4 % |
| Total |
490,002 |
72.7 % |
49.7 % |
| African American |
48,650 |
66.3 % |
40.2 % |
| American Indian |
5,138 |
69.5 % |
44.4 % |
| Asian Pacific Islander |
55,402 |
76.1 % |
54.8 % |
| Hispanic |
167,906 |
71.5 % |
46.8 % |
| Other (Non-white) |
9,652 |
72.2 % |
47.9 % |
| White |
180,292 |
74.5 % |
53.5 % |
| Total |
467,040 |
72.7 % |
49.6 % |
| Female |
237,711 |
75.2 % |
54.8 % |
| Male |
177,048 |
73.2 % |
50.1 % |
| Total |
414,759 |
74.3 % |
52.8 % |
| 19 or younger |
171,469 |
76.9 % |
52.5 % |
| 20 - 24 |
147,780 |
71.7 % |
49.0 % |
| 25 - 29 |
40,236 |
73.0 % |
56.0 % |
| 30 - 34 |
20,823 |
73.7 % |
59.3 % |
| 35 - 39 |
13,608 |
74.5 % |
61.5 % |
| 40 - 49 |
17,299 |
75.2 % |
63.3 % |
| 50 or older |
5,256 |
73.7 % |
60.5 % |
| Total |
416,471 |
74.3 % |
52.8 % |
| African American |
28,139 |
68.1 % |
42.5 % |
| American Indian |
3,833 |
70.0 % |
47.0 % |
| Asian Pacific Islander |
63,675 |
77.7 % |
57.0 % |
| Hispanic |
123,875 |
72.0 % |
48.6 % |
| Other (Non-white) |
8,859 |
73.9 % |
52.5 % |
| White |
166,058 |
75.9 % |
56.0 % |
| Total |
394,429 |
74.3 % |
52.7 % |
The initial analysis of the statewide data revealed significant differences by gender, age, and race and those differences persist through the most recent analyses. Females have significantly higher success rates than males, older students achieve higher success rates than younger students, and whites and Asians outperform African American, American Indian and Hispanic students. These results echo those of other studies that indicate that the most at-risk population is young, male students of color.
Impact of Pathways Interventions
In a series of pilot studies, the Pathways through Algebra project attempted several interventions to address the lack of success in elementary algebra. The three interventions consisted of (1) a computer assisted course, (2) a math study center, and (3) a math study skills course. The intervention groups were matched with other elementary algebra classes taught in traditional fashion. Table 8 presents the results of the intervention through examination of success rates.
| Computer Assisted |
44.1 % |
48.6 % |
| Study Center |
60.3 % |
39.2 % |
| Study Skills |
66.7 % |
53.6 % |
| Total |
58.2 % |
40.9 % |
The results are mixed but promising. For two of the interventions, the classes participating in the intervention significantly outperformed the control classes, while the computer assisted class had a slightly lower success rate. Refinements to the initial interventions have been made after examining the pilot results.
Dr. Kenneth Meehan is the Director of Institutional Research at Fullerton College and the senior researcher for the Center for Student Success for the Algebra Pathways Project.
Pathways State Survey on Teaching Algebra
Hal Huntsman
During Spring 2004, Pathways asked every community college in California to answer a simple survey about elementary and intermediate algebra. We received 68 responses, 61 of which were from separate institutions (out of the possible 109)1. The data are rich and this report is a first attempt to draw inferences from it.
Summary
Our survey responses suggest that at least 50% of elementary and intermediate algebra courses are taught by part-time faculty. In addition, the survey shows there are many instructors and institutions developing new and innovative ideas with the goal of improving algebra student success. On the other hand, there are barriers to the success of new initiatives:
- Lack of resources;
- Institutional and, perhaps more significantly, departmental resistance;
- Lack of access to data with which to analyze their approaches.
Half Part-Time Faculty
According to the data, full-time instructors teach less than 50% of the elementary and intermediate algebra classes, state-wide. Thus, if we are going to have a real impact on the success of our algebra students, oft-neglected part-time instructors must receive professional development and access to data at least equivalent to that given full-time faculty.
Of the 61 schools responding, 37 report they are using an alternative approach to teaching algebra. Evergreen College is experimenting with four or five different programs—some aimed at specific demographic groups—but all designed to connect learners with math in more and different ways than traditional lecture courses do. The attempt to create context and increase student motivation to learn math has been taken even further by instructors at the College of San Mateo and Orange Coast College, who have independently developed entirely new curricula. Other alternative approaches include:
- Required tutoring lab hours;
- Computer-assisted instruction combined with traditional lecture;
- Collaborative learning;
- Elementary algebra offered as a two-semester sequence;
- Learning communities with study skills or English courses;
- Graphing calculators in the classroom;
- A "reformed" style curriculum.
The number and range of these approaches should encourage us. A crucial next step is to identify what is working best, for what kinds of students and for what kinds of instructors.
Additional Resources Needed
Respondents report that they need the following things to help them improve student success:
- More tutoring;
- More time to cover topics;
- Better prepared/motivated students;
- More support—time, money, and other resources;
- Smaller classes;
- Training in alternative teaching techniques;
- More and better communication among faculty and between faculty and administrators;
These points coincide with the responses to the survey's question about institutional support for change in the department and classroom, responses that boil down to two issues:
- Institutional talk supporting change is common, but resource allocation to enable that change is less so. Resources include, but are not limited to, resources for tutors, release time for curricular development, classroom allocation, resources for professional conferences, and reduced class size.
- Resistance to (or at least lack of support for) curricular and pedagogical innovation can come both from a college's administration and from within the math department. Often the intradepartmental opposition is the more intractable and results in marginalization of faculty committed to improving instruction.
These data suggest that enabling change requires both resources and dialog. Innovators need to be talking with their colleagues both within their departments and within their institutions as a whole; consensus must be built so that support for good teaching and programs comes in the form of both resources and institutional and departmental validation.
Lack of Clear Data and Accurate Communication
Lack of communication and information within institutions and departments is also the likely explanation for the surveys we received from the six institutions from which we received multiple responses. None of the multiple responses give consistent answers to all questions. There is disagreement even about seemingly straightforward things, such as how many sections of elementary or intermediate algebra are offered at that college. More to the point, faculty at the same institutional seem to be unaware of the new approaches their colleagues in the same department—not to mention in the district, state, and nation—are developing. Access to institutional data is an especially acute issue at smaller colleges without full-time research officers.
Pathways sees this survey and its results as a first pass at the issues and we welcome your comments and questions regarding this write up. You can email Hal Huntsman at shuntsma@ccsf.edu or Terrie Teegarden at tteegard@sdccd.cc.ca.us. We look forward to the continuing dialog.
If you would like to see a copy of the survey we used and/or would like to see the results in more detail please go to: http://research.ccsf.edu/Sample/PathWays.asp.
Hal Huntsman is a Certified Developmental Specialist, the Math Lab Coordinator at City College of San Francisco (CCSF), and the newest member of the Pathways team.
1 25 of 61 institutional surveys were completed by a known department chair or division dean. The other 36 were completed by regular classroom instructors.
Pathways Focus on Student Perspectives of Learning Algebra
Hal Huntsman
Student feedback can be an important source of ideas to increase algebra success. With that in mind, Pathways conducted a series of student focus groups: April 22, 2004, at Laney College; June 11, 2004 at Southwestern College; and April 30, 2004, with students from the Delano Campus of Bakersfield College. This last group also presented their thoughts to faculty and administrators at the Spring Pathways conference.
What do students say when asked what teachers should (and shouldn't) do to help them learn algebra? Asking this question and listening carefully to the answers highlighted an important fact for me: too often we as teachers do not listen to our students. Too often the focus in our classrooms is on the teacher, not the student, and as a result, we don't hear the students.
Math Fears and Anxieties
What I heard them say was that even though they are "intimidated by math and math teachers," they want to learn and they want their instructors to connect with them. Students feel that teachers forget how hard it was to learn this material the first time and that too often instructors don't understand how their students feel. One student suggested that she would like her instructors to research the high schools and the community so that they "understand the kinds of schools we come from, how much we know, and what kind of culture we live in." Many students stressed the need for teachers to be patient and not to "show frustration when we're not getting it." They feel as though their teacher doesn't care if they hear a comment like "'you should already know this'" or if the teacher "explains the problem once and then sends us away." They especially don't want to be embarrassed in front of the class, and even very subtle comments about grades or progress can fall into that category. In addition, teachers should be careful about the use of sarcasm; many students—particularly non-native English speakers—miss the tone of voice and absorb the words, thereby creating bad feelings and barriers to learning.
Making Algebra More Interesting
There were many suggestions about how to make math more interesting, easier to learn and less confusing. Students want teachers to "help us get involved. Small groups, games with competition, helping each other learn—things like that keep us interested, not falling asleep." Along with that, "teachers need to pay attention to whether a class is getting it or not. If the class is understanding, the teacher needs to move on. If they aren't getting it, the teacher should slow down." They recommend using "step-by-step" descriptions of material and avoiding explanations that differ too much from the book. Of equal importance, students would like instructors to "answer questions as soon as you can, [because] when I get put off too long, I forget my question and lose track of why I asked in the first place." Students also say they learn better when homework is assigned, turned in, and graded every day. They like frequent reviews and quizzes, as well as shorter tests more often, and when pushed for specifics recommended testing as often as once a week. Finally, some students complain that "our teacher uses too many hard words and the book does it, too. It's even worse when English isn't your first language."
Instructor Preparation
There was another whole category of comments regarding instructor preparation, a topic that came out spontaneously from the students: "We can tell when teachers aren't ready for class and it feels like they're just wasting our time. We feel disrespected." They want teachers to be prepared for class, ready with examples and activities. Students even suggested that "teachers should get together and share what kinds of things work," a great idea if we at Pathways ever heard one.
Diverse Student Profile
The students who made these comments are remarkably varied. For example, the Laney group had several students who had repeated Elementary Algebra, sometimes more than once. They were African-American, Asian, Latino/a, Caucasian. They struggled and they sought help, but in some cases were turned off by teachers and tutors that "run from you," "act above," and "don't really want to help." When that happens, they stop seeking help from those sources. Despite these obstacles, all these students tried again; they persisted, piecing together whatever help they could get from friend, classmates, and the teachers who show that they care.
On the other hand, the students from Bakersfield College are mostly successful math students, some of whom want to become teachers. Their campus didn't have tutors available until recently, and when they struggle they have learned to rely on each other. As a result, they are a tightly knit group of women and men who help each other translate their texts and notes and teachers into Spanish, help each other with concepts, and share their troubles and successes and ideas. Their parents are proud of them and don't want their children to be field-working "mules" like they are. And despite all this, these students thought of themselves as "average," a feeling my fellow interviewer and I explicitly questioned, in the hope that they might see how very extraordinary they are.
Underlying all the students' comments and stories were the desires to be heard, to be respected, to have teachers that care about them, and to learn—something they think they can do if given the opportunity and encouragement. Hearing these desires is an important first step toward meeting them.
Hal Huntsman is a Certified Developmental Specialist, the Math Lab Coordinator at City College of San Francisco (CCSF), and the newest member of the Pathways team.
|
