Sinclair Community College: The Mathematics Retention and Success Program is a multifaceted initiative by the Mathematics Depa

Note: “Evidence shows that women drop out of mathematics at a higher rate than men, even when they are equally well prepared, particularly in the early years of their undergraduate careers. … According to the 2001 National Occupational Employment and Wage Estimates in the Bureau of Labor Statistics, the mean annual salary for computer and mathematical occupations is $60,350 as compared to a mean annual salary of $34, 020 for all occupations.” http://www.clas.niu.edu/ewoms/students.htm#mathsuccess

SUCCESSFUL COLLEGES: MORE COLLEGE MATH SUCCESS RATES:

Central Piedmont Community: A learning communities project — an intentional restructuring of students’ time, credit, and learning experiences through offering linked and block-scheduled courses — was initiated in fall 2001. The learning communities had a 90% within-term retention rate during 2001–02. Overall, the college had an 83% within-semester retention rate and a 56% semester-to-semester retention rate for 2001–02

Developmental Math (MATH096) Success Rates

http://www.northern.wvnet.edu/~msmith/developmental/devmat96.pdf

On Course:

Retention of all Math 81 Students not in the Learning Community 69%

Retention of all Math 81 Students in the On Course Learning Community 90%

Improved Retention in the On Course Learning Community +21%

http://www.oncourseworkshop.com/Miscellaneous008.htm

NORTHERN OKLAHOMA COLLEGE, TONKAWA, OKLAHOMA

DILIGENT FOCUS ON RESULTS LEADS TO SOARING PASS RATES

FOR STUDENTS USING INTERACTIVE MATHEMATICS AT

NORTHERN OKLAHOMA COLLEGE

_ Passing rates are above 70 percent, up from 45 percent, for Elementary Algebra

students.

_ Seventy-five percent of those students are also now passing College Algebra.

_ While nearly half the freshman class used to drop out of school after failing math,

now many more are passing math and working toward degrees.

_ Summer school programs have reached 80 percent passing rates.

_ Interactive Mathematics has been in use since 1998 and continues to help more

students gain success.

http://www.academic.com/proven_success/Higher_Education_success/HED_Interactive_Mathematics_Success/Profile_Northern_Oklahoma.pdf

Delgado Community College: Math: 70% retention rate; 66% positive attitude about math; 71% rate from each level; 68% success rate in college math

Central Carolina CC: The first data reported – math and algebra have an average pass rate of 74 – 100 percent

Sinclair Community College: The Mathematics Retention and Success Program is a multifaceted initiative by the Mathematics Department at Sinclair Community College. This initiative strives to boost the success rate in various mathematics courses by offering one-on-one tutoring sessions to selected students, insuring proper course placement, and fostering mathematics study skills through the use of tailor made workshops.

Northwest Vista College: Cooperative learning labs are just one way in which the college has committed to the learning experience, particularly for developmental education students. One example is the Math Collaborative Learning Groups, a pilot program to aid developmental math success. Evaluation of the pilot indicates that success rates for the math collaborative learning groups in remedial math courses were 67% in Spring 2002 70% in Summer 2002 and 77% in Fall 2002.

Central Carolina CC:

· The first data reported – math and algebra have an average pass rate of 74 – 100 percent

· The developmental students make a C or higher in their first curriculum course – that is higher than nondevelopmental college level students.

http://www.ccarolina.cc.nc.us/Resources/PDFs/performance_measures.pdf

Community College of Denver:

· In 1999, students who completed a developmental education course of study persisted, graduated, and transferred at higher rates than the college’s average student; therefore, developmental education completion has become a predictor of success.

http://ccd.rightchoice.org/vanguard/VANintroduction.html

http://ccconline.org/faculty/assessplan.htm

http://www.gseis.ucla.edu/ERIC/abstracts/JC010657.htm

http://www.ccsse.org/retention/bestpractices.html

Owens Community College:

· More than 70% of students passing through developmental education English courses are successful in all subsequent college-level coursework in English.

· More than 60 percent of students who pass developmental mathematics are successful in all subsequent college-level coursework in math.

http://www.owens.edu/owens_today/press/NR0492.html

Valencia Community College:

· Students who successfully complete their mandated college prep courses perform as well in college-level courses as students who tested directly into college level.

http://valenciacc.edu/lifemap/more_lifemap.asp

http://www.academicsystems.com/Proven_Success/Higher_Education_Success/HED_Interactive_Mathematics_Success/Profile_Valencia.pdf

LaGuardia Community College: The college has a 92% within-semester retention rate and an 80% semester-to-semester rate for 2002-2003. For 2001-2002, the fall-to-fall semester retention rate was 65 percent. For 2002-2003, the college reports a 98% within-quarter retention rate, a 95% quarter-to-quarter retention rate, and a 56% fall-quarter-to-fall-quarter retention rate.

Community College of Denver: in-semester retention rate averages 80%, and the college has a 70% persistence rate from fall to spring semester for first-time, full-time, degree-seeking freshmen.

Maui Community College: Based on first-time enrollees in fall 2001, Maui’s within-semester retention rate is 94%, and the persistence rate from fall to spring is 56%

A Study of Success in Developmental Mathematics Classes

Finally, the research data on retention rates and graduation rates speak to the real purpose of developmental programs in community colleges. The three-year cohort study reveals that retention rates (61.9%--80.6%) for developmental students is about 19 percentage points higher than retention rates for nondevelopmental students. In fact, across the five colleges, the lowest rate of retention for developmental students (61.9%) is identical to the highest retention rate for nondevelopmental students. Thus, with higher retention rates as one of the goals for community colleges, developmental educators must continue giving strong support in the counseling, advising, and teaching of these students.

http://www.vccaedu.org/inquiry/inquiry-spring2001/i-61-waycaster.html

SMARTHINKING Forges Partnerships With Consortia in Six States
(8/20/01) Beginning fall 2001, consortia in California, Colorado, Georgia, Kentucky, Maryland and New Jersey will offer their schools and students around-the-clock tutoring and academic support services provided by SMARTHINKING.

Virginia Community College System Chooses SMARTHINKING To Increase Student Success in Mathematics http://www.vccs.edu/aboutvccs/news_releases/smarthinking.com.htm

Vermont State Colleges System : Beginning in January, the 5 colleges of the Vermont State Colleges System will offer their students around-the-clock tutoring and academic support online in math, writing, statistics, accounting, economics and chemistry.

http://www.distance-educator.com/dnews/modules.php?op=modload&name=News&file=article&sid=10399

Delgado Community College: Math: 70% retention rate; 66% positive attitude about math; 71% rate from each level; 68% success rate in college math

Central Carolina CC: The first data reported – math and algebra have an average pass rate of 74 – 100 percent

Developmental:

Central Carolina CC:

The first data reported – math and algebra have an average pass rate of 74 – 100 percent
The developmental students make a C or higher in their first curriculum course – that is higher than nondevelopmental college level students.

http://www.ccarolina.cc.nc.us/Resources/PDFs/performance_measures.pdf

Community College of Denver:

In 1999, students who completed a developmental education course of study persisted, graduated, and transferred at higher rates than the college’s average student; therefore, developmental education completion has become a predictor of success.