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LSU College Readiness Program Phoebe Rouse Louisiana State University DEPARTMENT OF MATHEMATICS. Precalculus Redesign Program Goals and Keys. R2R : NCAT Roadmap to Redesign Program ( Fall 2004-Spring 2007) Goals of Redesign 1-To use technology 2-To reduce costs - PowerPoint PPT Presentation
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LSU College Readiness Program
Phoebe RouseLouisiana State University
DEPARTMENT OF MATHEMATICS
Precalculus Redesign Program Goals and Keys
R2R: NCAT Roadmap to Redesign Program (Fall 2004-Spring 2007)
Goals of Redesign1-To use technology2-To reduce costs 3-To continue/improve current success rates
Pedagogical Keys of Redesign1-Active Student Learning Experience 2-Personalized, Individualized Instruction 3-Immediate Feedback 4-Repetition to Mastery
Courses and EnrollmentCollege Algebra (3 credit hours)• 1800 Fall• 400 Spring• 200 Summer
Trigonometry (3 credit hours)• 1000 Fall• 1000 Spring• 200 Summer
Precalculus (Alg/Trig combo) (5 credit hours)• 400 Fall• 50 Spring
Math Placement
Course Number and NameMinimum Math ACT score for entering
freshmen
College Algebra 20
Trigonometry 25
Precalculus 23
Calculus I Score > or = 70% on placement test
Precalculus Courses - ContentUnit Math
1021CA
Math 1022Trig
Math 1023
PrecalcSolving Equations and Inequalities xRectangular Coordinate System, Lines, Circles x xFunctions, Graphs, Inverse Functions x xPolynomial and Rational Functions x xExponential and Logarithmic Functions x xTrigonometric Functions and Their Graphs x xIdentities, Formulas, Solving Trig Equations x xLaw of Sines & Cosines, Applications x xPolar Equations, Vectors x xConics, Systems, Parametric Equations x
A. Flexible Lab Model(Fall and Spring only)
Class at fixed time• CA – 1 hour per week – 40 students• Trig – 1 hour per week – 200 students• Precalculus – 2 hours per week – 40 students• Review and connecting of concepts, working
examples with most difficult skills
Lab at flexible times (open 60 hours each week)• CA – 3 hours minimum each week• Trig – 3 hours minimum each week• Precalculus – 4.5 hours minimum each week• Do homework, do quizzes, read ebook, watch videos
B. Fully Online Model
• 1 section each of College Algebra and Trig
• Sections capped at 100 students each
• No class meetings
• Optional lab hours – flexible times
• Rigid due dates
• Option to work ahead
C. Fixed Lab Model(Summer only)
• 2 sections of College Algebra and 2 sections of Trig
• Enrollment per section capped at 100
• 8 class days and 16 lab days cycling in order of class, lab, lab, and then repeating
• 1.5 fixed hours in class and 3 fixed hours in lab required per cycle
• Lab open 8 hours each cycle
Pleasant Hall Math Lab
Fall 2005
Assessments• All homework, quizzes, tests, and final exam
using MyMathLab
• Test in university testing center
• Grade Distribution10% Participation (5% class and 5% lab)10% Homework (drop lowest 2)10% Quizzes (drop the lowest 2)45% Tests (4)25% Final (can replace lowest test score)
College Algebra Fall Results
Semester and Delivery Model(s)# of
students enrolledABCRate
Fall 2001 Traditional Sections 3115 66%Fall 2002 Traditional Sections 3188 64%Fall 2003 Traditional Sections 3211 68%Fall 2004 Traditional & Large Sections with MML 3347 71%Fall 2005 Trad, Large w/ MML, & R2R with MML # 2506 54%Fall 2006 R2R Sections w/ MML ^ 1724 75%Fall 2007 R2R Sections w/ MML * 1739 67%Fall 2008 R2R Sections w/ MML ~ 1772 68%Fall 2009 R2R Sections w/ MML 1556 72%Fall 2010 R2R Sections w/ MML 1744 71%Fall 2011 R2R Sections w/ MML 1665 71%
Permanent Changes: # MACT >24 given credit, Katrina/Rita ^ No partial credit on any assessments * Course rigor increased ~ Gustav/Ike
College Algebra Spring Results
Semester and Delivery Model(s) # of
students enrolled ABC
Rate
Spring 2001 Traditional Sections 1223 50%Spring 2002 Traditional Sections 1191 54%Spring 2003 Traditional Sections 1066 53%Spring 2004 Traditional Sections 1025 64%Spring 2005 Trad & R2R Pilot 806 61%Spring 2006 R2R Sections with MML ^ 567 59%Spring 2007 R2R Sections with MML 384 55%Spring 2008 R2R Sections with MML 418 53%Spring 2009 R2R Sections with MML 435 55%Spring 2010 R2R Sections with MML 315 57%Spring 2011 R2R Sections with MML 480 52%Spring 2012 R2R Sections with MML 513 58%
Permanent Changes: ^ No partial credit on any assessments
TrigonometryFall Results
Semester and Delivery Model(s)# of
students enrolled
ABC Rate
Fall 2001 Traditional Sections 1277 59%
Fall 2002 Traditional Sections 1150 56%
Fall 2003 Traditional Sections 1015 62%
Fall 2004 XLarge Lecture w/ MapleTA ^ 892 61%
Fall 2005 XLarge Lecture w/ MML # 1350 55%
Fall 2006 XLarge Lecture w/ MML 1234 63%
Fall 2007 R2R Sections with MML 1168 64%
Fall 2008 R2R Sections with MML ~ 1231 66%
Fall 2009 R2R Sections with MML 1209 76%
Fall 2010 R2R Sections with MML 1095 79%
Fall 2011 R2R Sections with MML 1159 73%Permanent Changes: ^ No partial credit on any assessments
# Katrina/Rita ~ Gustav/Ike
TrigonometrySpring Results
Semester and Delivery Model(s) # of
students enrolled ABC
Rate
Spring 2001 Traditional Sections 1304 65%Spring 2002 Traditional Sections 1451 63%Spring 2003 Traditional Sections 1490 63%Spring 2004 Traditional Sections 1477 69%Spring 2005 XLarge Lecture w/ MapleTA ^ 1252 69%Spring 2006 XLarge Lecture w/ MML 1030 57%Spring 2007 R2R Sections with MML 967 62%Spring 2008 R2R Sections with MML 791 60%Spring 2009 R2R Sections with MML 1073 65%Spring 2010 R2R Sections with MML 749 65%Spring 2011 R2R Sections with MML 801 74%Spring 2012 R2R Sections with MML 846 71%
Permanent Changes: ^ No partial credit on any assessments
Precalculus Fall Results
Semester and Delivery Model(s) # of
students enrolled ABC
RateFall 2001 Traditional Sections 342 71%
Fall 2002 Traditional Sections 443 74%Fall 2003 Traditional Sections 556 76%
Fall 2004 Traditional Sections 598 79%Fall 2005 Large Lecture 321 60%
Fall 2006 R2R Sections with MML ^ 277 64%Fall 2007 R2R Sections with MML 288 71%
Fall 2008 R2R Sections with MML 287 62%Fall 2009 R2R Sections with MML 310 79%
Fall 2010 R2R Sections with MML 384 77%Fall 2011 R2R Sections with MML 392 68%
Permanent Changes: ^ No partial credit on any assessments
Precalculus Spring Results
Semester and Delivery Model(s) # of
students enrolled ABC
Rate
Spring 2001 Traditional Sections 72 60%Spring 2002 Traditional Sections 56 54%Spring 2003 Traditional Sections 51 57%Spring 2004 Traditional Sections 41 47%Spring 2005 Traditional Sections 48 71%Spring 2006 R2R Pilot with MML^ 40 48%Spring 2007 R2R Section with MML 22 68%Spring 2008 R2R Section with MML 37 43%Spring 2009 R2R Section with MML 35 40%Spring 2010 R2R Section with MML 39 56%Spring 2011 R2R Section with MML 38 61%Spring 2012 R2R Section with MML 41 68%
Permanent Changes: ^ No partial credit on any assessments
College Algebra Gradesby MACT and Lab Times
A B C D F W
Math LAB
HOURS LAB
HOURS LAB
HOURS LAB
HOURS LAB
HOURS LAB
HOURS ACT # Mean # Mean # Mean # Mean # Mean # Mean
14 . . . . . . 1 2.96 . . . . 15 1 3.09 . . 1 3.03 2 3.13 1 1.34 3 0.90 16 2 3.25 3 3.22 4 2.45 3 2.68 3 2.38 6 0.81 17 7 3.11 18 3.17 14 2.90 6 2.72 10 2.49 5 1.14 18 25 3.25 29 3.25 23 2.65 24 2.39 14 1.77 12 1.18 19 44 3.29 56 3.02 32 2.70 12 2.26 13 1.56 10 0.57 20 51 3.09 83 3.11 32 2.69 29 2.39 24 1.48 19 0.89 21 77 3.11 87 2.98 47 2.65 22 2.21 14 1.69 15 0.72
22 73 3.08 10
1 2.85 41 2.55 20 2.46 19 2.26 18 1.07 23 82 2.99 83 2.83 35 2.60 17 2.39 13 1.02 11 0.81 24 94 2.99 65 2.70 30 2.35 17 1.86 16 1.45 11 0.74 25 8 2.78 4 2.67 1 2.32 3 1.64 3 1.50 3 1.07 26 5 2.84 6 2.84 2 0.86 1 0.12 1 0.22 1 0.66 27 4 3.16 1 3.31 1 1.74 . . 1 1.56 . . 28 3 2.97 1 2.61 1 . . . . . . . 29 4 2.95 . . 1 1.89 . . . . 1 . 30 2 2.09 . . . . . . . . . . 32 . . . . 1 1.55 . . . . . .
College Algebra Gradesby MACT and Lab Time
19 20 21 22 23 240.000.200.400.600.801.001.201.401.601.802.002.202.402.602.803.003.203.40
A B C D F WMath ACT Score
Ave
rage
Hou
rs S
pent
in L
ab W
eekl
y
College Algebra Success DataWithout & With MML and Redesign
MACT 19-24Total
students
% making
A
% making
B
% making
C
% making
ABC
% making
D*
% making
F*
% making
W*
% making
DFW
Fall 2000-2004 9856 18.6% 28.3% 23.3% 70.2% 9.9% 6.3% 13.5% 29.7%
Fall 2006-2009 5601 19.2% 32.1% 22.7% 74.0% 10.2% 7.5% 8.2% 25.9%
College Algebra Success DataWithout & With MML and Redesign
Graduation Rates
College Algebra Grade
Full-time degree-
seeking new freshman
5-year grad rate(Sp07)
6-year grad rate
(Sp08)
A, B, or C 1733 56% 62% D, F, or W 705 26% 33% Not taking 2734 56% 60%All full-time degree seeking new freshman
5172 52% 54%
Subsequent Course Success DataWithout & With MML & Redesign
Success (A-B-C) in Second Course (within 3 semesters)Based on First Course Grade
First CourseSecond Course
MACTGroup Filter
% making A-B-Cin second course
who made an A or B
in the first course
% making A-B-Cin second course
who made a Cin the first
course
Falls of 2001-2004 (before redesign) / Falls of 2006-2010 (after redesign)CA Trig [20,24] 83% / 87% 58% / 53%CA Biz Calc [20,24] 79% / 87% 51% / 53%Trig Calc I [25,36] 81% / 82% 31% / 50%
Precalc (A/T) Calc I [23,36] 84% / 83% 54% / 49%
LSU College Readiness Program Overview
• High school teachers become “certified” in the program by successfully completing the summer workshop training requirements.
• Teachers have access to online content for their students for the specific course they specialize in at the workshop.
• Content is available online in MML for high school Algebra I, Geometry, Algebra II, Advanced Math/Precalculus, Calculus, and 6-8th grade math.
• Teachers “certified” in Advanced Math/Precalculus have the option to complete additional workshops (1 fall and 1 spring) and teach courses for dual credit.
The Plan• Professional Development for 8-days during the
summer in LSU Math Lab
• LSU faculty facilitator and 5 high school mentor teachers
• Workshop content 1. Technology: MyMathLab by Pearson Education2. Pedagogy: Redesigned course delivery3. Content: Math homework for teachers
College Readiness ProgramSummer Workshop
College Readiness WorkshopSummer 2008
College Readiness WorkshopSummer 2009
College Readiness WorkshopSummer 2010
College Readiness WorkshopSummer 2011
College Readiness ProgramTeachers Completing Training
Summer 2006 - 2011 Su06 Su07 Su08 Su09 Su10 Su11
Course Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 TotalAdv Math 4 12 22 19 6 4 67Alg I 1 12 20 5 38Alg II 4 9 12 4 29AP Calc 19 6 5 30Geometry 12 4 168th grade 2 77 797th grade 2 1 36th grade 1 2 3
TOTALS 4 12 27 59 61 102 265
Algebra I Post-Test DataFall 2008-Spring 2009
Algebra I EOC DataSpring 2010 and Spring 2011
Scale- scoreRanges
739-800 700-738 668-699 600-667
AchievementLevel
Excellent Good Fair NeedsImprovement
0%
10%
20%
30%
40%
50%
60%
2010 Traditional Model
2011 LSU CRP with MML
Dual Enrollment
• The contents of the year-long high school Advanced Math/Precalculus course very closely align with the one semester 3-credit-hour LSU Math 1021 College Algebra and the one semester 3-credit-hour LSU Math 1022 Trigonometry.
• Two additional courses are now being piloted on a limited basis:Math 1431 Business CalculusMath 1029 Contemporary Mathematics
Dual Enrollment
• Students have same Homework, Quizzes, Tests, and Final Exam as LSU students using MyMathLab
• Teachers present 1/3 of the face-to-face classroom time; students work 2/3 of the face-to-face time in a computer lab environment with teacher support
Dual EnrollmentFall 2006 – Fall 2011
# of high schools
# of teachers
# of students enrolled for
credit
# earning credit in CA or Trig
% earning credit in CA or Trig
Fall 2006 3 3 41 27 66%
Spring 2007 4 7 77 60 78%
Fall 2007 11 14 397 242 61%
Spring 2008 12 15 260 124 48%
Spring 2010 2 2 28 22 79%
Fall 2010 11 11 163 141 87%
Spring 2011 11 12 179 147 82%
Fall 2011 11 12 225 192 85%
Dual EnrollmentSpring 2008
Elements of a SuccessfulRedesign/Readiness/DE Program
1. Fixed, Structured Curriculum – course(s), contents, setup in MML, grading plan, dual credit, alignment
2. Stable, Sustained Delivery Method – appropriate 1:2 ratio for lecture:lab plan
3. Extensive Teacher Training – multiple workshops, academic year follow-up
4. Well-defined Logistics Plan – administration, communication, student registration
5. Strong Institutional Support – roles, monitoring, release time for faculty
6. Adequate Technology – cost and setup of computer labs, purchasing of access codes
7. Scaling Options – piloting, growing, and expanding
Phoebe RousePrecalculus Mathematics andCollege Readiness Program
Director
Louisiana State UniversityDEPARTMENT OF MATHEMATICS