Math+Success+Task+Force+Materials

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

__** Introduction **__

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



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








 * === Move placement policy to screen into college level ===

ü College survey results


__Local college examples/resources:__

(Lower Columbia resource for students)

ü Acceleration model (curricular reforms: "bucket" courses, emporium, co-requisite, etc.)
ü College readiness definition
 * === Math standards ===

Transition Math Project--College Readiness Math Standards

ü Math transfer policy



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

//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

__** Recommendations **__
// 1. Student-centered pathway model: m ultiple 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 t eacher, 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) [[file:RPM-report.pdf]] [[file:Unpacking (Final).pdf]] (case study approach to understanding role/impact of professional development for math faculty in the Re-Thinking Precollege Math project)