Math Curriculum Alignment
The NCTN Promising Practice Series presents detailed descriptions of strategies from the field that are designed to promote the successful transition of students from ABE/ESOL to postsecondary education.
Contributed by
Linda Guzzo
Dean of Continuing Education
Capital Community College
Urban Corridor I Project
950 Main Street, Hartford, CT 06103
860-906-5131
lguzzo@ccc.commnet.edu
http://webster.commnet.edu/
Sandy Goodman (Interviewer)
Director, New England College Transition Project
National College Transition Network
World Education, Inc.
44 Farnsworth St
Boston MA 02210
617-482-9485
sgoodman@worlded.org
Download version formatted for print [doc]
Program Context
The Urban Corridor Project (UCP) was designed to build upon the positive adult education transition initiatives that have been implemented in Hartford and New Haven between Capital Community College and Hartford Adult Education and Gateway Community College and New Haven Adult Education.
The goals of the UCP were to:
- develop and pilot a math curriculum that addresses the skill gap between the adult secondary credential and college level math that will be integrated into the adult secondary level of instruction at both adult education programs;
- increase the number of students from Hartford and New Haven adult education programs who take the ACCUPLACER and successfully place into college level math or the highest level of developmental math at both community colleges; and
- increase the number of students who enter and succeed in post secondary education from adult education prepared for credit level Math.
The pilot program was designed to serve 30 individuals enrolled in either Hartford or New Haven adult education programs pursuing their high school diploma or GED and planning to enroll in post secondary education upon graduation.
The program provided students with assessment, instruction, tutoring, limited case management and academic/financial aid counseling. Students were enrolled at each of the community colleges and had access to the student services available on campus, i.e. library, math center, writing center, computer labs, etc.
Rationale and Background of the Practice
Capital Community College found that 90% of the individuals who enter college require one or more developmental courses and 30% of those individuals require four or more developmental courses in reading, writing and math.
We analyzed the data on math developmental course completions and grades from both colleges over three academic years (2002-2005) and found that the numbers of students completing the course with a C or better were dropping annually. There was also a very high rate of withdrawal from developmental courses, pointing to a need for intervention.
It can take students one to two years before achieving academic proficiency in college. During this time it is very difficult to retain students. In order to improve the number of nontraditional adult learners that enter college, it is critical that adult education programs and the community colleges work together to align curricula through the design and implementation of transition bridge programs such as the Urban Corridor Project.
Description of the Practice
We received funding from the Nellie Mae Education Foundation to develop the curriculum and pilot it in 2007. We had a series of six meetings between adult education teachers at Hartford and New Haven adult education, math instructors from Gateway and Capital community colleges, and the chairs of the Math Departments at Capital and Gateway Community Colleges. We charted the gaps between the curriculum and skills needed to succeed. We found that the adult education programs covered some pre-algebra, but there were major gaps in algebra skills, particularly related to linear equations, variables, graph and slope, command and control of signed numbers. The other big gap was factoring quadratic expressions, and factoring in general. At the time, the adult education programs taught this material, but only very superficially.
The adult education and community college instructors worked as a team on the curriculum alignment to design the bridge course. As part of this process the college faculty shared tools and techniques with the adult education instructors to deliver the college level material equal to the MAT 075 course. The IDS 105 and MAT 094/095 courses were delivered by college faculty through funding from another grant to support the project. The college faculty reviewed the information that was covered in the IDS 105 and MAT 094/095 with the adult education instructors so they were prepared to reinforce the information in their own courses.
At the core of the UCP is a series of free classes offered by adult education that are aimed at helping adult education students prepare to enter college with greater chances of placing into college level math and avoiding using their own money or financial aid on developmental education courses:
1) Individual Development Skills course Description (IDS-105)
Using instruction, self assessments, research projects and interactive activities, this course covers the variety of study skills and strategies that students need to succeed in postsecondary education, including library research/information literacy; goal setting and time management; study and test taking techniques, basic computer skills. In addition, students also explore learning styles and career interests.
2) Adult Mathematics Transition Course Description (AMTC)
ATMC covers the material from the colleges’ developmental math course MAT- 075 (see Course Outline). Integrated lessons, exercises and learning activities are used to tie together arithmetic concepts and skill development with the higher level applications of critical thinking and problem solving required by algebra. All topics addressed are aligned with State and National Council of Teachers of Math (NCTM) standards. The goal is to mathematically empower students through the use of charts, graphs, concrete models, technology, and relevant, interesting applications. The course content includes basic algebra, geometry, statistics, probability, data display and analysis and discrete mathematics. This course is designed to enhance the non-traditional adult learners’ mathematical literacy to help prepare them for the mathematical assessment test to enter a community college.
3) Introductory Algebra Course Description
This course replicates MAT-094 /095 the highest level developmental education course that precedes college level math (MAT-137). Pre-algebra and Basic Algebra serves as a bridge from arithmetic to algebra. This transition to algebra introduces the concept of variable, algebraic expressions, equations, elementary geometry, and graphing. In support of this transition, the properties of real numbers with emphasis on whole numbers, signed numbers, and rational numbers are also introduced. Estimation, appropriate use of technology, and basic application problems are included. Addresses algebraic symbolism, properties of the real numbers, operations on algebraic expressions, solving linear equations and inequalities, operations on polynomials, laws of exponents, factoring, solving quadratic equations by factoring, graphing equations and finding equations of lines.
The sequence of UCP pilot courses was as follows:
A cohort of students at each adult education site was recruited to enroll in the new aligned math course (ATMC) as an alternative to the traditional adult education math course. These students took the ACCUPLACER to determine that their baseline math skill levels were appropriate for the course.
Students in the ATMC course enrolled simultaneously in the Individual Development Skills (ISD-105) course.. Upon successful completion of these courses then students were enrolled in MAT 094/095 The IDS 105 and MAT 094/095 were provided tuition-free at the adult education sites. The college courses must meet for a total of 45 hours each. The courses were scheduled to accommodate the adult education schedule but fulfilling the colleges’ time requirement.
ISD-105 provides the students with studies skills and a framework necessary to build a solid foundation for future learning and colleges disciplines. Students who successfully complete this course earn 3 college credits.
Once enrolled in the course, students’ progress is assessed as it would be in any adult education and college courses. The students are evaluated on class participation, homework, in-class exercises, quizzes and exams. Students who complete the Math Bridge course with a grade of “C” or better are considered prepared to proceed to the MAT 094/095 course.. This course is, the highest level developmental education course that precedes college level math. . If they pass out of MAT- 094/095 with a grade of “C” or better then they have completed the developmental education sequence and are ready to enter college level math (Intermediate Algebra) at the college.
Adult Education students participating in the Math Bridge course, IDS 105 and MAT 094/095 are dual enrolled at the participating college and are eligible to access the on-campus student resources – library, bookstore, tutoring centers, academic advising, free student lectures, etc.
Both adult education programs have reported that they are continuing to use the aligned math curricula so that students are completing the colleges’ MAT 075 developmental math course while still enrolled in adult education. The colleges are continuing to strengthen and expand their partnerships with the adult education programs. This year through other funding Capital was able to bring additional credit courses to the Hartford Adult Education site so that students could begin to explore their career interests and earn college credit. Courses were available in the areas of early childhood education, business and medical assisting.
Challenges
What staff and skills were required?
The project required administrative coordination staff, math instructors from all of the partnering organizations, tutoring, case management and liaison assistance from Connecticut State Department of Education.
What do you consider to be innovative about it?
This project created an opportunity for four organizations serving the major urban centers of Connecticut to share best practices related to transition. The collaboration resulted in the formal alignment of the adult education math course with the community college’s first level developmental math course and an introduction to the concepts that will be taught in the second level developmental math course at the colleges.
Cost & Funding
How much does this practice cost you to implement?
The costs are the staff time from the community colleges and adult education programs to do the curriculum alignment. The instruction cost for the Bridge course are already included in the adult education costs since it is the existing required course but in a revised format. The additional cost was for the college faculty to deliver the IDS 105 and MAT 094/095 on-site at adult education including the textbooks. Tutoring services were provided in-kind by the colleges and the adult education programs. Case management services were provided by the adult education programs.
What other factors did you need to consider when implementing the practice?
Retention and case management services are critical. The ideal scenario would have been to have a dedicated case manager to work with the colleges for students who are preparing to transition to post secondary education. Unfortunately this was not available due to adult education funding and staffing so a limited amount of retention and case management support was provided.
Evidence of Impact and Effectiveness
Has the general math curriculum or approach to teaching math changed at the adult education programs as a result of the project?
The curriculum continues to be taught with positive acceptance by both the instructional staff and students in the GED and CDP programs. Math is now taught from the aligned curriculum so that students will be better prepared for the post secondary math taught at the community college. The aligned math has also been applied to other programs offered by adult education at worksites to prepare individuals for post secondary education. (Response provided by Nick Montano, New Haven Adult Education).
“The alignment of the curriculum has produced a real connection between the Adult Education sites and the Community Colleges involved in this initiative. The partnership between Adult Education and the Community College has been enhanced to increase student success.”
Implications for Practice, Policy and Research
The partners are planning to develop a parallel program focusing on Language Arts alignment with the hope that similar work can be done in the future with ESL.
What might be the implications for programs and practitioners in our field?
To create a formal continuum of learning from adult education to the community colleges by aligning curricula so that the transition from adult education to post secondary education is seamless and results in increased student success and retention.
What further research needs to be done?
- The math curricula needs to be reviewed and revised based on additional data post the pilot.
- Adult education programs need to continue to track the students who complete the aligned course beyond the pilot group.
- Additional courses need to be aligned so that adult education students can complete all college developmental education courses prior to transitioning to post secondary education.
- Data should be gathered on the retention of students in post secondary education who complete the aligned courses versus those who enter at the first level developmental courses.
Some lessons learned:
- Instructor and student preparation is key for success.
- Establish concrete expectations of students regarding work load, time management, and goals for the course, and communicate them clearly to the group.
- Solicit positive peer influence to encourage low achievers because some low self-esteem students may be motivated by their peers.
- Create a classroom environment and employ activities that encourage and promote students’ participation in class
- Deliver material in a combination of lecture and informal group work. Establish classroom activities to engage students in the process of learning.
- Instruct a concept, rule, theorem and /or definition then immediately apply it. Use real world applications which should be tangible for students.
- Sharing experiences related to the subject matter always helps.
- Select problems and situations in which the student must use his/her critical thinking ability to discuss, reasoning and effectively solve word problems.
- Analyze English statements then translate into mathematical statements such as expressions, equations and/or inequalities.
- Insist on lots and lots of practice, homework and perhaps require a portfolio where all the work is being done.
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