College Readiness and Dual Credit

Programs

Phoebe RouseLouisiana State University

DEPARTMENT OF MATHEMATICS

Precalculus Redesign Program Goals and Keys

• R2R: NCAT Roadmap to Redesign Program (Fall 2004-Spring 2007)

• Goals of Redesign: To use technologyTo reduce costs To continue/improve current success rates

• Pedagogical Keys of Redesign:Active Student Learning Experience Personalized, Individualized Instruction  Immediate Feedback  Repetition to Mastery

Courses and EnrollmentCollege Algebra (3 credit hours)• 1800 Fall• 400 Spring• 200 Summer

Trigonometry (3 credit hours)• 1000 Fall• 1000 Spring• 200 Summer

Precalculus (5 credit hours)• 400 Fall• 50 Spring

A. Flexible Lab Model(Fall and Spring only)

Class at fixed time• CA – 1 hour per week – 40 students• Trig – 1 hour per week – 200 students• Precalculus – 2 hours per week – 40 students• Review and connecting of concepts, working

examples with most difficult skills

Lab at flexible times (open 60 hours each week)• CA – 3 hours minimum each week• Trig – 3 hours minimum each week• Precalculus – 5 hours minimum each week• Do homework, do quizzes, read ebook, watch videos

B. Fully Online Model

• 1 section each of College Algebra and Trig

• Sections capped at 200 students each

• No class meetings

• Optional lab hours – flexible times

• Rigid due dates

• Option to work ahead

C. Fixed Lab Model(Summer only)

• 2 sections of College Algebra and 2 sections of Trig

• Enrollment per section capped at 100

• 8 class days and 16 lab days cycling in order of class, lab, lab, and then repeating

• 1.5 fixed hours in class and 3 fixed hours in lab required per cycle

• Lab open 8 hours each cycle

Pleasant Hall Math Lab

Fall 2005

Assessments• All homework, quizzes, tests, and final exam

using MyMathLab

• Test in university testing center

• Grade Distribution (modified for Online & Su)

10% Participation (5% class and 5% lab)

10% Homework (drop lowest 2/3)

10% Quizzes (drop the lowest 2)

45% Tests (4/5)

25% Final (can replace lowest test score)

College Algebra Fall Results

Semester and Delivery Model(s)# of

students enrolledABCRate

Fall 2001 Traditional Sections 3115 66%

Fall 2002 Traditional Sections 3188 64%

Fall 2003 Traditional Sections 3211 68%

Fall 2004 Traditional & Large Sections with MML 3347 71%

Fall 2005 Trad, Large w/ MML, & R2R with MML # 2506 54%

Fall 2006 R2R Sections w/ MML ^ 1724 75%

Fall 2007 R2R Sections w/ MML * 1739 67%

Fall 2008 R2R Sections w/ MML ~ 1772 68%

Fall 2009 R2R Sections w/ MML 1556 72%

Fall 2010 R2R Sections w/ MML 1744 71%

Permanent Changes: # MACT >24 given credit, Katrina/Rita ^ No partial credit on any assessments * Course rigor increased ~ Gustav/Ike

College Algebra Spring Results

Semester and Delivery Model(s) # of

students enrolled

ABC

Rate

Spring 2001 Traditional Sections 1223 50%

Spring 2002 Traditional Sections 1191 54%

Spring 2003 Traditional Sections 1066 53%

Spring 2004 Traditional Sections 1025 64%

Spring 2005 Trad & R2R Pilot 806 61%

Spring 2006 R2R Sections with MML ^ 567 59%

Spring 2007 R2R Sections with MML 384 55%

Spring 2008 R2R Sections with MML 418 53%

Spring 2009 R2R Sections with MML 435 55%

Spring 2010 R2R Sections with MML 315 57%

Spring 2011 R2R Sections with MML 480 52%

Permanent Changes: ^ No partial credit on any assessments

College Algebra Success DataWithout & With MML and Redesign

MACT 19-24Total

students

% making

A

% making

B

% making

C

% making

ABC

% making

D*

% making

F*

% making

W*

% making

DFW

Fall 2000-2004 9856 18.6% 28.3% 23.3% 70.2% 9.9% 6.3% 13.5% 29.7%

Fall 2006-2009 5601 19.2% 32.1% 22.7% 74.0% 10.2% 7.5% 8.2% 25.9%

LSU Graduation Rates

College Algebra Grade

Full-time degree-

seeking new freshman

5-year grad rate

(Sp07)

6-year grad rate

(Sp08)

A, B, or C 1733 56% 62%

D, F, or W 705 26% 33%

Not taking 2734 56% 60%

All full-time degree seeking new freshman

5172 52% 54%

TrigonometryFall Results

Semester and Delivery Model(s)# of

students enrolled

ABC Rate

Fall 2001 Traditional Sections 1277 59%

Fall 2002 Traditional Sections 1150 56%

Fall 2003 Traditional Sections 1015 62%

Fall 2004 XLarge Lecture w/ MapleTA ^ 892 61%

Fall 2005 XLarge Lecture w/ MML # 1350 55%

Fall 2006 XLarge Lecture w/ MML 1234 63%

Fall 2007 R2R Sections with MML 1168 64%

Fall 2008 R2R Sections with MML ~ 1231 66%

Fall 2009 R2R Sections with MML 1209 76%

Fall 2010 R2R Sections with MML 1095 79%

Permanent Changes: ^ No partial credit on any assessments # Katrina/Rita ~ Gustav/Ike

TrigonometrySpring Results

Semester and Delivery Model(s) # of

students enrolled

ABC

Rate

Spring 2001 Traditional Sections 1304 65%

Spring 2002 Traditional Sections 1451 63%

Spring 2003 Traditional Sections 1490 63%

Spring 2004 Traditional Sections 1477 69%

Spring 2005 XLarge Lecture w/ MapleTA ^ 1252 69%

Spring 2006 XLarge Lecture w/ MML 1030 57%

Spring 2007 R2R Sections with MML 967 62%

Spring 2008 R2R Sections with MML 791 60%

Spring 2009 R2R Sections with MML 1073 65%

Spring 2010 R2R Sections with MML 749 65%

Spring 2011 R2R Sections with MML 801 74%

Permanent Changes: ^ No partial credit on any assessments

LSU Dual Enrollment

• Began by pairing high school Advanced Math with university College Algebra and Trigonometry

• Students have same Homework, Quizzes, Tests, and Final Exam as LSU students using MyMathLab

• Concurrent enrollment, articulated credit, dual credit, and dual enrollment

• Teachers present 1/3 of the face-to-face classroom time; students work 2/3 of the face-to-face time in a computer lab environment with teacher support

Students in LSU Dual EnrollmentSpring 2008

The Plan

• Professional Development for 8-days during the summer in LSU Math Lab

• LSU faculty facilitator and 5 high school mentor teachers

• Workshop content

1. Technology: MyMathLab by Pearson Education

2. Pedagogy: Redesigned course delivery

3. Content: Math homework for teachers

LSU College Readiness ProgramThe Summer Workshop

College Readiness WorkshopSummer 2008

College Readiness WorkshopSummer 2008

College Readiness WorkshopSummer 2009

College Readiness WorkshopSummer 2009

College Readiness WorkshopSummer 2010

College Readiness WorkshopSummer 2010

College Readiness WorkshopSummer 2011

College Readiness WorkshopSummer 2011

Dual Enrollment DataFall 2006 – Spring 2011

  # of high schools

# of teachers

# of students enrolled for

credit

# earning credit in CA or Trig

% earning credit in CA or Trig

Fall 2006 3 3 41 27 66%

Spring 2007 4 7 77 60 78%

Fall 2007 11 14 397 242 61%

Spring 2008 12 15 260 124 48%

Spring 2010 2 2 28 22 79%

Fall 2010 11 11 163 141 87%

Spring 2011 11 12 179 147 82%

Algebra I Post-Test DataFall 2008-Spring 2009

Algebra I EOC DataSpring 2010 and Spring 2011

High School Readiness ProgramWorkshops 1 and 2

• 76 8th grade math teachers from Regions I, II, and III

• 73 teachers completed the four-day workshop in Fall 2010

• 71 teachers completed all of the student homework with 100% mastery and received certification

• 31 teachers ran pilot in Spring 2011

• All plan to implementing in Fall 2011

High School Readiness Program8th Grade Workshop – Fall 2010

LSU College Readiness ProgramTeachers Completing Training

Summer 2006 - 2011

             

Course Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 TotalAdv Math 4 12 22 19 6 4 67Alg I     1 12 20 5 38Alg II     4 9 12 4 29AP Calc       19 6 5 30Geometry         12 4 168th grade         2 77 797th grade         2 1 36th grade         1 2 3

TOTALS 4 12 27 59 61 102 265

CHALLENGES1. Curriculum – course(s), dual credit, contents,

alignment, setup, grading

2. Delivery Method – traditional/redesign, lecture/lab plan

3. Teacher Training – stipends, workshops, academic year follow-up

4. Logistics – student registration, administration, communication

5. Institutional Support – roles, monitoring, release time for faculty

6. Technology – cost and setup of computer labs, purchasing access codes

7. Scaling – piloting, growing, and expanding

Phoebe RousePrecalculus Mathematics andCollege Readiness Program

Director

Louisiana State UniversityDEPARTMENT OF MATHEMATICS