Central repository for resources useful to Math Acceleration and Student Success Task Force (December 2014)


  • Importance of math achievement
  • Skills needs for economy
  • Time to degree
  • Degree completion, both associate and bachelor’s degrees

See Achieve report on college readiness of high school graduates

Core principles for program redesign

  • Goal program completion
ü Increase student success in math
ü Reduce share of high school graduates requiring pre college math
ü Metrics to evaluate progress
  • Key elements
  • Delivery model

Efforts underway

  • Increase college readiness among recent high school graduates
ü Core to College
ü College readiness definition
ü Statewide policy on SBAC scores for college placement
ü Transition courses for high school seniors

  • Move placement policy to screen into college level

ü Multiple placement policy including multiple tests, high school transcript

ü Placement reciprocity among colleges

ü College survey results

Local college examples/resources:

(Lower Columbia resource for students)

ü Acceleration model (curricular reforms: "bucket" courses, emporium, co-requisite, etc.)

  • Math standards

ü College readiness definition

Transition Math Project--College Readiness Math Standards

ü Math transfer policy

  • Closing achievement gap

ü Discuss achievement gap data
(includes some precollege math achievement gap data)
ü Community College MESA

//Role of Pre-College (Developmental and Remedial) Education 2009-10 Public High School Graduates Who Enroll in Washington Community and Technical Colleges in 2010-11// (SBCTC Reserach Report 12-2, December 2012) (SEE PAGE 4)
[also good summary at the end--pages 8-9 in particular--of various key efforts/projects serving as foundation for this plan]

Washington Student Achievement Council Roadmap Report


1. Student-centered pathway model: multiple math pathways, both STEM and non-STEM, academic and technical education; advising that includes math pathways, academic support
* multiple math pathways—precollege to college (not just with college-level options)

Community College Research Center report on importance of pathways to student success in 2-year colleges:

* redesign placement and precollege instructional support to prepare them for their respective college pathways (embed student math success)

* disaggregate interventions based on level of needs in order to be successful in the “college” level math they need (achievement/outcomes gaps)

* diagnostic assessment: better and earlier information for both students and programs about what matters, what’s relevant for success—clearer expectations for students (pre-placement)
  • more complete picture, better diagnostics
  • build on existing skills as well as interests
  • move away from placement test as first experience
  • shifting resources based on student needs (tiered services)

2. Scale, structure for statewide effort; include teacher, college and university faculty engagement, sharing evidence based practices among colleges (math discipline meetings)

3. Metrics and actionable data

Other Background Resources

[3 PPT files below were presented to Task Force at October 2014 meeting]:

from Jenna Cullinane representing the UT Austin Dana Center--nice summary of overall problem and representation of the New mathways Project approach to addressing the problem

from Paolo DeMaria, Education First Consulting--good overview of different national and statewide approaches to the issues

staff presentation, including metrics info

October Task Force meeting notes:

Task Force August 2014 Meeting:

(Re-Thinking Precollege Math [project)

(case study approach to understanding role/impact of professional development for math faculty in the Re-Thinking Precollege Math project)