Algebra Success at Pierce As Soon as Possible Pierce College

Outline
 Part I: Window of opportunity
 Part II: Innovation, pilots  Part III: Revisit and Revision

 Outcomes
 Lessons: It takes a village  Future Challenges

What is ASAP: Student Perspective

http://www.youtube.com/watch?v=V6KiePo0Bbc&featu re=g-upl

2006 - 2008

Step 1: Create a Sense of Urgency
 Conferences  Speakers  Data: 2 levels below

Our Data
Success and Persistence
Enrolled in 115 Successful in 115 % Enrolled in 125 % Successful in 125 %

6100

3558

58.3%

2014

33.0%

1396

22.9%

 If we have 4 levels of dev ed, how many exit points are

there?  If 100 students started at 4 levels below, how many finished the dev ed sequence?

Innovators to the Rescue!!
 Math Faculty Chair  Counseling: Dean/Faculty  Admin Support  Student Success  BSI $$$

2008 - 2009

Step 2: Pilot & Prototype
 Mod Math
 Freshman Success  ASAP

 Summer Bridge
 Learn from failure

ASAP Description
 Students take this package of 14 units in one semester:
- Two Algebra courses (blended Math 115 and Math 125) - College Success course (PD-40) - Math Study Skills (Independent Study)  Supported by in-class tutor running out-of-class

workshops, instructors, and counselors
 Students are immersed in Mathematics

The Early Years: Strengths
 Dedicated leadership
 Working relationship – Counseling and math  Support from VPAA

 BSI money for tutors

Early Years: Marshmallows
 Class didn’t fill
 Logistical nightmare!!  Independent study course  Clearing students  No linked enrollment  Lack of communication

pathways & know-how

2009 - 2011

Step 3: Revisit and Revise!
 Coordinator: meetings, reflection, communication  Revision, revision, revision!  New Curriculum  Enrollment process changes  Orientation  Ends in an SOP

ASAP vs. Non-ASAP Success and Persistence
Enrolled in 115 Successful in 115 % Enrolled in 125 % Successful in 125 %

ASAP

535

400

74.8%

(535)

351

65.6%

Non-ASAP

6100

3558

58.3%

2014

33.0%

1396

22.9%

Culture Shift
 Acceleration and success rates/award
 Institutionalization/ too visible to fail  Culture of developmental math  Campus culture of student success through collaboration  ASAP is known to students, district, region, and state

It Takes a Village
State

AA
Student Services

Leadership Who Map: Vision
Counseling Faculty 3CSN Coordinator Math Faculty

BSI Coordinator

Chancellor’s Office

Academic Affairs

Coordination Who Map: Logistics
A&R

BSI/3CSN

Assessment

Counseling

VPAA

2011 - 2012

Current Challenges
 Decreasing BSI funds

Institutionalized tutoring

 Decreasing general college funds

 

Eliminated tutoring, coordinator’s position, Summer Bridge, counseling support Decrease in college success course, developmental math Loss of key personnel

2012 – 20??

Next Steps
 Scaling up  Expanding out  ESL, transfer math, developmental English  Expanding to Summer Bridge students  Survival through networking and institutionalization

Activity!!
 Think about your goal for being here. What do you

want to innovate? What is your vision?
 What are the marshmallows that may slip you up?  Who can you go to for vision and leadership?  Who/what can you use to help navigate around the

banana peels?

Activity
Marshmallows/Barriers People/Resources