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The story is a familiar one: A high-school dropout and single mother works the supermarket late shift. Motivated to earn a four-year degree so she can have a better life for herself and her 4-year-old daughter, she enrolls in a community college after earning a GED. Three years later, she still hasnt completed the sequence of three remedial math courses required before she can take college-level math. Defeated, she says, "I just couldnt do it anymore." For this student and too many others, the dream stops here.

The Reality
60% of community college students who take the placement exam place into remedial education classes. This could be as high as 90% for low-income and minority students at some community colleges. The number of students moving from remedial education classes to college-level courses can drop as low as 15%.

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Solution: New Mathematics Pathways


Two 1-year pathways for elementary algebra students
Through college-level statistics

To-and-through college-level quantitative reasoning

Seeding the Network

19 3 5

Community colleges California State universi9es States (CA, WA, TX, FL, CT)

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Seeding the Network

8 3

Community colleges

States (NY, OH, GA)

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For the developmental math student:


We have re-conceptualized the content necessary for successful completion of a college level, transferable math/stat course We address the intermediate algebra gatekeeper to college success We have shortened the time it takes for dev math students to complete a college level course

For the developmental math student:


We focus the student on conceptual rather than procedural understanding, resulting in deeper learning We make sure students know the concepts behind the math and can apply them in many contexts We focus on students and the psychological and non-cognitive barriers, the social and emotional challenges, that interfere with their learning

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Productive Persistence
5

Fixed Mindset About Math (1 item)

4 3.8 3.6 3.4

Interest / Relevance (3 items)

Anxiety (3 items)
4 3.8 3.6 3.4

Stereotype Threat (1 item)


5

4.5

ES = .38*

ES = .28*

ES = .17*

ES = .10*

4.5

4 3.2

3.2 3.5 3 3 2.8 3 2.6 2.4 2.5 2.2 2 2 2.8 2.6 2.4

3.5

2.5 2.2 2 2

ES = Eect size in SD units

First Day of Class

3+ Weeks Later

* P < .001

For the developmental math student:

We provide all the instructional materials for faculty and students to use, designed and developed with faculty in the network
Comprehensive online system, FREE No textbook required

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For the faculty member:


You are part of a national network, with important professional opportunities and bringing national recognition to their work You share in the network-wide improvement of curriculum and instructional materials Carnegie National Network faculty receive comprehensive professional development support.

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For the faculty member:


With a network, faculty members are no longer laboring alone to solve the developmental math problem. We use the wisdom of crowds to bring together faculty members across the country to work on the challenges of the developmental math together. The faculty and colleges receive real time feedback on their students progress, even down to the keystrokes!

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For the institution:


We assist in articulation and provide the Carnegie umbrella to open dialogue with universities and state articulation bodies We provide the means for data collection and analysis of your students progress, down the each class session We can keep more students in the academic pipeline to increase student success and graduation rates Access to innovative research and development to promote student success and engagement

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The Results so far


Developmental mathematics students completing their first term of college level statistics
Retention completed first term:
93%

Persistence enrolled in second term:


65%

Pass rate
77% D or better 70% C or better

Success rate completed college level math in one academic year:


Statway: 46% - Predicted National Average: 5% - 15% 15 of 19 colleges reporting

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What can Statway students major in?


Liberal Arts Health Services Nursing Social Sciences Behavioral Sciences Fine Arts Social Work Environmental Studies Hospitality/Tourism Justice Studies Nutritional Science
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Occupational Therapy Geography Humanities Kinesiology / Athletics Biological Sciences Career Technical Undecided

Opening doors for students

What Statway Students Are Saying


I praise the fact that someone finally had enough sense to realize that a great deal of students have been kept from furthering their education due to this overpowering wall, and now there is hope for alot of us, not only to pursue higher education but to learn something that would really apply to our everyday life.

Course relevance

I feel that if one person put in the work to really understand the concepts they can pass. I was never a "math person" but coming into Statway has completely made a 360 degree turn about how i feel about math. It is great!

I panic alot when I hear anything to do with tes9ng


Math and test anxiety

A growth mindset

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Funders

Contact Us
pathways@carnegiefoundation.org

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Statway and Quantway Learning Outcomes


Developmental Mathematics Learning Outcomes Numeracy
Facility working with rational numbers: computation, rounding, estimation

Proportional Reasoning
Comparing relationships such as difference vs. relative difference; working with percentages and proportions

Algebraic Reasoning
Using variables to represent unknown Representing real world relationships with expressions, equations, inequalities, graphs and tables

Functions
Modeling situations with linear, quadratic and exponential functions, inequalities and equations Describe functions verbally, graphically, algebraically and with a table of values

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Statway Statistics Learning Outcomes


Students will understand the data analysis process and the welldesigned statistical studies Students will demonstrate the use of distributional thinking to reason about data in order to describe trends and patterns, judge a fit of a model to distribution, and describe similarities and differences in comparing distributions. Students will demonstrate an ability to use appropriate statistical evidence to reason about population characteristics an experimental treatment effects.

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Quantway Quantitative Literacy Outcomes


Students will demonstrate quantitative reasoning to analyze problems, critique arguments, and draw and justify conclusions Communicate quantitative results both in writing and orally using appropriate language, symbolism, data and graphs Use technology appropriately as a tool Exhibit confidence in quantitative reasoning through perseverance and ability to transfer prior knowledge in unfamiliar contexts

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How You Can Get Involved


Submit letter of interest with evidence of colleges culture of evidence, including: demonstration of institutional research capacity and expertise; evidence of the math departments interest in committing to a common curriculum and assessments, and focus on conceptual understanding, student engagement and language; and an overall institutional commitment to continuous improvement pathways@carnegiefoundation.org

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