Math Performance Success Diane Mathios [email protected] De Anza College 1.
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Transcript of Math Performance Success Diane Mathios [email protected] De Anza College 1.
![Page 2: Math Performance Success Diane Mathios mathiosdiane@deanza.edu De Anza College 1.](https://reader030.fdocuments.us/reader030/viewer/2022032600/56649dac5503460f94a9af87/html5/thumbnails/2.jpg)
Developmental Math challenges
• Low Success
• Low Progression Rate
• Not Reaching Educational Goals
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De Anza’s Solution
Math Performance Success (MPS) Program:
• Intensive Student Services
• Cohort Approach
• Common Curriculum
• Common Faculty
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Program
Structure
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Program Structure
• Lack of Success in Math
• Low Math Self-confidence
• Many from Special Programs
• Learning and Physical Disabilities
• Under-represented Groups
• Low Income
• Referrals from Instructors & Counselors5
High Risk Students
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Program Structure
• Application Processing
• Program Orientation
• Student Contract• Explicit Expectations
• Noncompliance Termination
• Frequent Counseling Intervention
• Academic & Personal
• Student Success Workshops6
Counseling
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Program Structure
• Year-long sequences• Elem. Alg. Interm. Alg. Statistics• Pre-Alg. Elem. Alg. Interm. Alg.
• Start Any Quarter
• Sense of Community
• Same Instructor
• Lasting Relationships• Student-Student• Instructor-Student 7
Cohorts
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Program Structure
• In-class: Daily, with Consistent Tutors
• Drop-in Available: ≈ 50 hours/week
• Individual Attention
• Encourages Study Groups
• Mandatory Tutoring when Grades < 70% at
Any Point in Term
• Many Tutors are Former MPS Students8
Student Tutors
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Program Structure
• In-class Practice
• Group Work
• Small Group Discussion
• Collaborative Learning
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Active Learning
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Program Structure
• 10 Hours per Week (5 units)
• Double Load for Instructor
• Allows Flexibility to Meet Student Needs
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Double Time
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Program Structure
• Instructors, Counselors, Administrators, Advisors, Tutors
• Weekly Team Meetings
• Deepens Working Relationships
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Team Approach
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De Anza MPS Website
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Student testimonial
“School-wise MPS is the best thing that has
happened in my life. Math is a difficult subject, but
thanks to the professor, tutors, and counselors, I am
completing my math requirements for my major. The
teachers and tutors really make math a lot less
complicated and make it somewhat fun. I strongly
recommend the program to students that don’t have
a strong background in math.”- Saul Gembe
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Student testimonial
“When I first started out, I had no idea how intense
the class was going to be. The labs, Homework,
projects, exams, quizzes, etc…were overwhelming to
me, but, as the weeks went by I understood why all
this was necessary. I began to understand why and
how things in the program worked. I was no longer
overwhelmed and felt confident again that I am smart
enough for math.”
- Emily Ikuta
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Student testimonial
“The MPS Program has definitely helped me
understand Math. In the past, it was very difficult to
grasp different concepts. Now, I find myself at times
helping other people with it.”
- Godfrey Ramos
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Cumulative Data: 2001 – 2010
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Non-MPS MPS
n Pass n
Pass Diff
Pre-Algebra 1980 55% 126 73% 18%
F: 06-09
Elem. Algebra 9945 56% 823 77% 21%
F: 01-09, W: 07-10
Inter. Algebra 9419 58% 850 82% 24%
W: 02-10, S: 07-09
Statistics 7899 62% 626 90% 28%
S: 02-09, F: 08
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Cumulative “Pass”: 2001 – 2010
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Data for Single Instructor
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Success Rates by Ethnicity2009-10 and 2010-11
Pre-Algebra
0
10
20
30
40
50
60
70
All Under-rep African Am Hispanic
MPS
non-MPS
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Success Rates by Ethnicity2009-10 and 2010-11Elementary Algebra
0
10
20
30
40
50
60
70
80
All Under-rep African Am Hispanic
MPS
non-MPS
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Success Rates by Ethnicity2009-10 and 2010-11Intermediate Algebra
0
10
20
30
40
50
60
70
80
90
100
All Under-rep African Am Hispanic
MPS
non-MPS
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Percent Success by Ethnicity2009-10 and 2010-11
Statistics
0
10
20
30
40
50
60
70
80
90
All Under-rep African Am Hispanic
MPS
non-MPS
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Challenges
Instructors
Coordination
Counseling
Facilities
Politics Growth
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• Must Commit to Cohort for Year
• Emotionally Exhausting
• Requires More Preparation
• Extra Activities
• Recruitment
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ChallengesInstructors
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• Student Recruitment and Registration
• Availability of Staff for Weekly Meetings
• Extensive Commitment for Adjunct Faculty
• Tutor Recruitment & Training
• Collaboration Among Counselors, Tutors & Faculty
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ChallengesCoordination
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• Recruitment & Reluctance
• Dilution of Services
• High Demand, Low Supply
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ChallengesCounselors
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• Rooms for Double Time
• Shortage of Classrooms on Campus
• More Accommodations for Special Needs
Students
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ChallengesFacilities
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• Conflicting Philosophies
• Resource Distribution
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ChallengesPolitics
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• Exacerbates Existing Challenges
• Recruitment and Training
• Increased Complexity in Coordination
• “Cost”
• Requires Cultural Change across Institution
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ChallengesGrowth
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Benefits
• Successful Students
• Enriched College Experience
• Moral & Ethical Reasons
• Program Components Applicable to Other
Developmental Disciplines
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Recognition and Support
• 2002 CCC Senate Exemplary Program
• 2009 Cited as Exemplary Program by CA’s Basic Skills
Initiative
• 2009 Recipient of Hewlett Foundation Award
• Partially Supported by Title III Grant
• Financially Supported by De Anza Student Body
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Implementing at Your Institution
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• Educate Everyone- Instructors
- Student Body
- Grant Funders
- Counselors
- Administration
• Maintain, Analyze and Share Data
• Start Small
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Resources
Math Performance Success (MPS):http://nebula.deanza.edu/PSME_Division/MPS.html
CA Basic Skills Initiative: http://www.cccbsi.org/literature-review
Contact Us:[email protected]
[email protected]@deanza.edu
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