TABLEOFCONTENTS - Pearson... • 5 “Both instructors and students alike tell us that technology can positively impact student learning and success rates, particularly for students

TABLE OF CONTENTS

Introduction ........................................................................................................................................................1

Foundations for the Future ..............................................................................................................................2

ATrack Record of Success ..............................................................................................................................4IvyTech Community College System

A Private-Sector College in the Southwestern United States

The Power of Three ..........................................................................................................................................6California State University, Bakersfield

Florence DarlingtonTechnical College

Jackson State Community College

MarionTechnical College

Merced College

Northeast StateTechnical Community College

Odessa College

RockValley College

Sussex County Community College

Conclusion ........................................................................................................................................................12

By Michelle D. Speckler

©2011 Pearson

MyFoundationsLab is a registered trademark of Pearson.

Pearson, 501 Boylston Street, Suite 900, Boston, MA 02116 800 428 4466 • www.myfoundationslab.com

“Returning learners who useMyFoundationsLab to geta sense of where they areand to tackle any necessaryremediation prior to takingplacement tests will benefitfrom more-accurate place-ment—a savings of both timeand money.”

—Brian Haley, Dean of Learning ResourcesSierra College

Tough economic times have forced millions of Americansinto unemployment, making continuing education acritical resource for workers seeking to learn new skillsor hone old ones.As enrollments at two- and four-yearcolleges stretch to meet this demand, administratorsare seeking timely and cost-efficient ways to meet thewidening range of their students’ academic needs.

Many returning students find that their academic pathis neither as fast—nor as easy—as they anticipated.Placement exams indicate that a majority of returninglearners need to complete noncredit, remedial reading,writing, and math programs before they can begintraditional college-level courses. Personal circumstances,including work and family responsibilities, often preventstudents from completing these 16-week-or-longerremedial courses—a costly delay that can significantlysidetrack obtaining a degree or, worse, preventenrolling at all.

Technology provides a promising answer to thatchallenge by enabling educators to teach foundationalcourses in new, more engaging, more interactive, and,ultimately, more successful ways. Research indicatesthat interactive, online solutions combined with provenbest practices wield a consistently positive impact onstudent learning. Results include increased student passrates, retention rates, and subsequent success rates—often at reduced costs to both students and institutions.

Specifically designed to move students quickly throughremediation, Pearson’s MyFoundationsLab is an online,self-paced, personalized learning program that speaksdirectly to the needs of today’s adult learners.

Content from MyMathLab, MyReadingLab, andMyWritingLab is seamlessly combined to provide thediagnostic tests, personalized learning paths, learningactivities, and assessments that students need to masterremedial skills and continue toward their career goals.For those who need more help, the program offers freeaccess to Pearson’s professionally staffed tutor center.

Read on to learn more about MyFoundationsLab andits MyLab components.

Pages 2–3 About MyFoundationsLabThe pedagogical heart of the program,how it speaks to instructors’ most press-ing issues, and the goals of adult learners

Pages 4–5 Case StudiesHow one college uses the program toserve more students and increase passrates, and how another college inspiredthe creation of today’s program

Pages 6–11 MyLabThumbnailsQuantitative data from schools using theprogram’s three components—MyMathLab,MyReadingLab, and MyWritingLab—plustestimonials from students and instructors

www.myfoundationslab.com • 1

INTRODUCTION

“Students know that if theywent to another school, they’dneed to take more than onecourse in remediation, butwith us they need only one.”

—General Education ChairA private-sector college

in the southwestern United States

“MyFoundationsLab can helpESL students overcome thehurdle of English-languagelimitations and achieve successfaster.”

—Brian Haley,Dean of Learning ResourcesSierra College

MyFoundationsLab is an online, mastery-learning-basedresource for assessing and remediating college- andcareer-readiness skills in reading, writing, and math.This all-in-one system offers a rich and seamlessenvironment of prebuilt and customizable assessments,personalized learning paths, and interactive activitieshoused on one proven-reliable platform.

Ideal for learners of all levels, learning styles, and ages—including those in continuing education and workforce-readiness programs—MyFoundationsLab engages andmotivates learners via videos, step-by-step tutorials, andlearning activities with immediate feedback.

At the heart of MyFoundationsLab is a three-stepprocess designed to guide students from assessmentto mastery.

Step 1. Path Builder A comprehensive diagnostic tool,the Path Builder is the first step toward obtaining apersonalized Learning Path in reading, writing, or math.

Step 2. Learning Path Once they’ve completed a PathBuilder diagnostic test, students receive a personalizedset of content modules called a Learning Path. Eachmodule covers a general concept; within each moduleis a Skills Check, a shorter diagnostic that defines the

smaller topics a student needs to understand in orderto prove mastery for the entire module.

Step 3.ActivitiesThe prebuilt learning activitiesfeatured in MyFoundationsLab promote confidenceand proficiency. Students may perform activities attheir own pace and can leave and return to the exactspot they left off. Activities are scored and tracked ina comprehensive Gradebook that allows students toreview submitted activities around the clock. Studentsprove topic and module mastery by taking posttests,which automatically update to both their Learning Pathand their Gradebook.

2 • www.myfoundationslab.com

FOUNDATIONS FORTHE FUTUREMyFoundationsLab is designed to enrich learning, improve outcomes, and prepare students for ongoing success.

I want a product that mirrors my students’ needsand my teaching philosophy.The Learning Path Manager helps educators tailorLearning Paths to students’ needs.

I want to select—but not create—the assignmentsmy students are required to work.The Activities/Assessment Manager lets educatorsselect predesigned activities and assessments.

I need to track how each of my students is progress-ing on a daily basis so I can intervene as needed.The Gradebook automatically tracks each student’sprogress.

I want to ensure that everyone at my school orinstitution is offering the same high-quality course.Course Management facilitates the copying and sharingof courses as well as easy management of course groups.

I want my students to spend their time focused ononly those concepts they need to learn.Personalized Learning Paths show students whattopics they need to practice.

My classes include students with a wide range oflearning styles.Learning Activities include interactive tools that helpstudents learn in ways that work best for them.

My students need immediate feedback so they knowhow to fix their errors.Assessments and exercises offer immediate feedbackin the context of learning.

My students need to develop effective study habitsto ensure long-term success.Study Skills for Success teaches students essential skills,including time management.

My students need help when I’m not available.PearsonTutor Services offer students free access tohighly qualified, professional tutors vie phone, e-mail,and real-time Internet sessions.

MYFOUNDATIONSLAB answers educators most pressing teaching and learning issues

� Preparing learners to achieveto the best of their abilityTest PreparationStudents can use MyFoundationsLab to assess andimprove reading, writing, and math skills before takinga placement test or standardized test. Based on theresults of the Path Builder assessment, the programbuilds personalized Learning Paths that guide studentsto tutorials, instruction, and practice exercises. Studentswho follow their personalized Learning Paths increasethe likelihood of test success.

Tutoring SupportTutors can use MyFoundationsLab to help studentsmaster challenging concepts.Tutors or administratorscan adjust the content that each student needs tocover and that is addressed in the student’s personal-ized Learning Path.Via the reporting tools, tutors canalso follow each student’s progress and offer assistanceas needed.

GED PreparationMyFoundationsLab can help students prepare for thereading, writing, and math portions of the GED testby guiding them through personalized Learning Pathsthat include online tutorials, instruction, and practiceexercises.Working at their own pace and with thebenefit of instant feedback, students quickly masterthe objectives for attainment of a general equivalencydiploma and are better prepared for continuingeducation or workplace success.

� Improving student success ratesAccelerated RemediationBy using the initial diagnostic and following the LearningPath, students focus on only those skills they don’tknow or in which they need additional practice.

Assessment and RemediationBased on an assessment of competencies relevant toa specific academic program, MyFoundationsLab buildseach student a personalized Learning Path that containstutorials, instruction, and practice exercises designedto quickly close knowledge gaps. Robust reportingtools enable instructors to monitor and track studentperformance.

Credit RecoveryWhether work is needed in just one or all threecontent areas, MyFoundationsLab guides returningstudents through personalized Learning Paths thatinclude tutorials, instruction, and practice exercisesto help them master course material and completetheir studies.

Early InterventionThe reporting tools in MyFoundationsLab enableinstructors to quickly identify students who are atrisk, so they can intervene appropriately. Based on astudent’s performance on a diagnostic, the programbuilds a personalized Learning Path comprising tutorials,instruction, and practice exercises. Students andinstructors can see exactly what topics require work,and instructors can monitor students’ progress asstudents get back on track.

� Developing student skills to bettercompete in today’s job marketCertificateTrainingProgram coordinators can use the Learning PathManager to tailor reading, writing, and math contentfor a particular certification. Students follow thecustomized Learning Path to quickly remediate andprepare for their future careers.

Self-StudyBy using the initial diagnostic and following theirLearning Path, students can focus specifically on thoseskills in which they need additional practice—and ata pace, location, and time that work for them.

Workforce DevelopmentThrough assessments, tutorials, instruction, andpractice, MyFoundationsLab helps learners quicklyrefresh—or learn new—foundational skills, enablingthem to more quickly prepare for new jobs or attaintheir educational goals.

WHAT’S YOUR GOAL?The MyFoundationsLab integrated system of reading, writing, and mathematics remediation fits the myriad learning needs of today’s adult students.



A Private-Sector College in theSouthwestern United StatesThis southwestern U.S. college’s typical student jugglesa full load: family, work, and ongoing educational goals.The vast majority of students also require remediationin math, English, or both. Supporting these studentson their path to college-level learning means morethan just providing content: these students demand anaccessible, flexible learning system capable of address-ing core foundational skills as well as time constraintsand students’ fears and insecurities.

By 2008, the college’s administration knew that con-fronting its high remediation rates would be the mosteffective way to ensure overall student success—andwould help students save money and valuable time.“We also sought a learning program that wouldsmoothly integrate into our present class structure,”says the dean of academic affairs.“We were interestedwhen we learned that MyFoundationsLab on aneCollege platform would work within our courses.From there, our Pearson representative showed ushow much more the program had to offer.”

MyFoundationsLab enables faculty to assess andoptimally address each student’s learning needs at thelevel that is most appropriate for that student.Via anintegrated set of online assessments in developmentalreading, writing, and math, each student is presentedwith a personalized Learning Path designed to help

improve study skills and develop the specific reading,writing, and math skills the student lacks.

Students are required to use MyFoundationsLab duringclass time for homework, quizzes, and assessment tests.For extra help, students may access the program at anytime that’s convenient for them—either from homeor from any other place with an Internet connection.No matter what time of day students choose to usethe program, the program’s immediate feedback, itsShow Me and Ask the Instructor features, and itspointers to online resources ensure that help is nevermore than a click away. In addition to curriculum-basedcontent, students are provided with a library of activi-ties on topics designed to help them establish betterstudy skills, including time management, effective notetaking, and preparation for exams.

By taking advantage of the resources offered byMyFoundationsLab, students who were oncepsychologically and financially drained byrepeatedly failing core courses are experienc-ing success not only in passing their coursesbut by earningAs and Bs.

According to the college’s student services coordinatorand MyFoundationsLab administrator,“Our new solu-tion helps us identify exactly what motivates a specificstudent, thereby enabling us to tailor our program andservices to best help each one. Initially low-scoringstudents are progressing faster than ever before.”

ATRACK RECORD OF SUCCESSMyFoundationsLab and the solution that was its predecessor have been field-tested by some of the largest two-year,four-year, and private-sector colleges and college systems in the United States.

“Changing lives one ata time is our goal and ourcommitment. Our customizedMyFoundationsLab helps usdo that.”

—General Education ChairA large private-sector college

in the southwestern United States


“Both instructors andstudents alike tell us thattechnology can positivelyimpact student learning andsuccess rates, particularly forstudents in developmentalprograms who typically havemany responsibilities outsidethe classroom.”

—Greg Tobin,President of MathematicsPearson Arts and Sciences

Of special interest to IvyTech administration werethe reporting features of theMyLab programs. Sufficientdata about student perform-ance and behavior in an onlineenvironment is required formeasurement of the impactof the program—and theseinstructional technologiesprovide it.

Ivy Tech Community College SystemThe inspiration behind the MyFoundationsLab program

IvyTech Community College is the nation’s largest state-wide community college with single accreditation. Morethan 120,000 students a year earn transferable creditson the college’s 23 campuses throughout Indiana.

An examination of incoming students’ placement testsshowed that many students possess most of the Englishand math skills required to succeed in college-levelcourses and need only a refresher—a way to fill in theirknowledge gaps without committing to a full-term course.

In summer 2006, administration at IvyTech met withPearson representatives and described their vision forbridging their students’ knowledge gaps: a 4- to 12-weekself-paced remediation program that would preparestudents to pass English and math placement tests,enable them to avoid lengthy remediation courses, andmove them directly into college-level courses.Togetherthey devised the Online Accelerated Remediation (OAR)program—the genesis of today’s MyFoundationsLab.

Like its next-generation cousin, the OAR programprovides personalized support, an instructional programfocused only on what each student needs to learn inorder to pass the placement test, and online tutorialstailored to meet each student’s time and educational goals.

MyMathLab, MyReadingLab, and MyWritingLab anchorthe instructional programs in their respective subjectareas with diagnostic tests, personalized study plans,learning activities, and tutorials. Plus, the OAR programuses online learning modules from CourseConnect—Pearson’s library of online courses—to provide guidedinstruction for topic areas identified as weak spots.

OAR in Action: On-SiteWorkforceTrainingTo advance its efforts toward workforce training, IvyTech’s Central Indiana campus partnered with IndianaUniversity Health to provide test preparation for thehealth-care system’s College-at-Work students.

Via implementation at on-site labs, the OAR programhelps employees of Indiana University Health 1) scoreinto higher levels of remediation or test out of it, and2) successfully move through remediation—enablingthem to advance into nursing and allied health careers.

Data from January 2007 through June 2008 offers solidindication of the program’s success:

91% of students who retested in readingimproved at least one course level.

70% of students who retested in writingimproved at least one course level.

43% of students who retested in mathimproved at least one course level.

Results from December 2008 indicate growth andcontinued success: enrollment more than doubled,and for each program the percentage of studentswho improved at least one course level increased.

In addition to increased student gains, the OAR programoffers significant cost savings.At $100 per module, theprogram costs less than a quarter of the $402.60 pricetag of a traditional remedial course, its books, and fees.

The OAR program’s innovative application to work-force training has drawn interest from other collegesand has already been adopted at three additional IvyTech campuses: Bloomington, FortWayne, and Lafayette.


THE POWER OFTHREEContent drawn from three winning programs enables MyFoundationsLab to tackle all of students’ remediation needs.Schools across the country report gains in a variety of metrics by using MyMathLab, MyReadingLab, and MyWritingLab.

California State University, BakersfieldForty-six percent of all CSUB students are more than24 years old; nearly half of all CSUB students takingEnglish courses are ESL/Generation 1.5 students; andmany of those students also balance work and familyresponsibilities. Instructors Brooke Hughes and RandiBrummett de Leon first adopted MyWritingLab in fall2007. Since then, they’ve used the program in develop-mental writing, mainstream composition, and intensivewriting courses—and have documented consistentlyimproved student performance at every level.

Results from a 2009/10 student survey show thatCSUB students like using MyWritingLab.

84% would recommend it to other students.

78% wish other courses used it.

81% agree that it helped them get better grades.

85% agree that it helped prepare themfor other courses.

84% agree that it helped them feel moreconfident in their writing.

90% agree that it was easy to use.

89% agree that it helped improve their writing.

Florence DarlingtonTechnical CollegeBy using MyMathLab to track data as per the college’sQuality Enhancement Plan mandate, FDTC can statisti-cally prove that required use of the program positivelyimpacts students in the areas of course competency,retention, final exam scores, and subsequent success.

Students attend three hours per week in the school’smath lab, attend two hours of lecture per week, anduse MyMathLab to watch videos, see samples, workproblems, and take tests.The program’s prerequisitefeature prevents students from moving ahead to newsections prior to achieving mastery.

For arithmetic, prealgebra, beginning algebra, and inter-mediate algebra, those courses in which MyMathLabwas required experienced the following combinedaverage gains compared with those courses in whichMyMathLab was optional.

22% higher mean score increasefrom pretest to posttest

25% higher retention rate

8% higher final exam scores

9% higher subsequent coursecompletion rate

“I’ve been out of schoolfor more than 20 years.MyMathLab helped merecover most of the knowledgeI had lost.”

—Student

Florence Darlington Technical College

“When I caught onmore quickly than others,I didn’t have to waitto advance in the course.”

—StudentFlorence Darlington Technical College


Jackson State Community CollegeBy using MyMathLabPlus in a lab-based redesign model,JSCC addresses developmental math issues, includinglow success rates and institutional cost; and modulariza-tion of content enables the college to accommodatevarious levels of preparedness and learning styles.

MyMathLabPlus is used for placement, homework, andtests. Required use of the Study Plan by students whofail a test encourages remediation, increases confidenceand accountability, and indicates a point at which a tutoror instructor may intervene if necessary.And becausethe course is self-paced, students who are able canmove quickly through the material and exit early; thosewho need more time can proceed more slowly.

Across all metrics, JSCC’s redesign with MyMathLabPlusis a success.

• The percentage ofAs and Bsmore than doubled.

• The fail/withdrawal rate decreasedby approximately 40 percent.

• Completion rates increasedby 51 percent.

• Retention increased by 13.5 percent.

The redesigned format also saves students time andmoney. Students don’t pay for unnecessary coursework and may complete any number of extra modulesin one semester. Because the courses are self-pacedand online, students can adjust their study schedulesto suit lifestyles and life changes and can exert morecontrol over the expenses of travel and child care.

In addition, an institutional cost saving of morethan 20 percent was accomplished by increasingclass sizes from 24 to 30 students, thereby reducingthe total number of sections by 28 percent, allowingearly exit, and utilizing more adjunct faculty and tutors.

MarionTechnical CollegeThe majority of students in MTC’s developmentalwriting courses are adult students and displaced work-ers returning to school to improve their employmentprospects.Very few have experience with technology.

Instructor DavidWebster uses MyWritingLab for bothits pedagogical effectiveness and the technology skillsand experience students gain by using it.“MyWritingLabhelps students isolate their areas of skills weakness,”Webster says.“They learn precisely what to study andcan spend their time and effort most productively. Plus,while students are working to understand grammarprinciples, they are simultaneously becoming compe-tent users of sophisticatedWeb 2.0 technology.”

“The redesigned format haspositively impacted studentattitudes toward math.Students now exhibit more ofan I-can-do-this attitude andmore willingness to perseverethrough the most difficulttopics.The self-esteem ofthese students is soaring.”

—Corinna Goehring,Associate ProfessorJackson State Community College

“MyWritingLab shows ourstudents—many of whomare displaced workers—theimportance of computer skillsand how the Web affects allaspects of life.”

—DavidWebster, InstructorMarion Technical College

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Jackson State Community College Pass Rates (A, B, or C)before, during, and after Redesign with MyMathLabPlus (n=3,281)


Webster reports that MyWritingLab helps his studentsgain solid confidence in their grammar abilities.“Students who use MyWritingLab understand andretain the skills that serve as a foundation for effectivewriting and success in future courses.”

Webster and his colleagues have used MyWritingLabfor three years. During that time, they have noted:

• Improved average test scores

• Improved pass rates

• Increased subsequent success ratesin the first credit-bearing English course

Merced CollegeMost of Merced’s student population is socioeconomi-cally underprivileged and ethnically diverse, comprisinga significant number of ESL/Generation 1.5 students.In spring 2009 Instructors Pamela Huntington andLeniceWilson sought an online resource that wouldhelp them better engage their students, better addresstheir students’ individual learning challenges, andencourage their students to become more effective,more confident readers.They chose MyReadingLab,and in summer 2009, Merced College’s English facultyupdated its reading studies lab curriculum and deliverymethods to a metacognitive approach using theprogram in a lab setting.

Students take the initial Lexile diagnostic and thepre- and posttests, complete all components of eachMyReadingLab module, and are tested for mastery—ascore of at least 70 percent on each of two graded tests.

Huntington reports that students are uniformly positiveabout MyReadingLab.“MyReadingLab’s instantaneousfeedback motivates and engages our students,” she says.“The apathy among students that had previously beena big concern for us is now entirely gone.”

Many of Merced’s ESL students have languagebarriers and therefore struggle with reading skills.

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Marion College English 990 Prep for CollegeWriting II Pre-and Posttest Results using MyWritingLab, 2007–2010 (n=492)

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Marion College English 980 Prep for CollegeWriting I Pre- andPosttest Results using MyWritingLab, 2007–2010 (n=140)

“Students often return totell me they’re succeeding inComposition I and that theyattribute their success to usingMyWritingLab in my course.”

—DavidWebster, InstructorMarion Technical College

“MyWritingLab saved me.Before, I had lots of problemswith writing and grammar.Now, not only can I see myerrors; I can fix them as well.”

—StudentMarion Technical College


“MyReadingLab is ideal for these students becauseit isolates reading strategies, presents one strategy ata time, offers abundant practice opportunities, andprovides constant feedback—all at a pace the studentdictates,” says Huntington.“Our ESL students quicklyrealize significant gains by using MyReadingLab.”

In just one semester, adoption of MyReading Lab hasresulted in a variety of student gains.

• Retention rates have increasedby 36 percent—from 55 percentto 75 percent

• Pass rates have increased by 30 per-cent—from 50 percent to 66 percent

• Students routinely jump two levelsin Lexile scores in one term.

• Students placing at the lowest levelreading course are experiencingeven more dramatic improvementthan the midlevel students.

Northeast StateTechnical CommunityCollegeAt NSTCC, Prof. XiaopingWang engineered acomprehensive course redesign with the goal ofimproving failure/withdrawal rates of up to 45 percentper semester in the school’s Basic and DevelopmentalReading course, a course that serves 20 percentof the college’s incoming freshmen each year.

Wang adopted MyReadingLab, integrating it progres-sively over three terms. Students completed thediagnostic pretest and then followed individualizedstudy plans based on the pretest’s results.Theirprogress was automatically tracked and graded byMyReadingLab, and final results were measured viathe diagnostic posttest.

The MyReadingLab-redesigned pilot course producedclear improvements in student learning outcomes.

• 33 percent of students in the redesignedPilot I course scored anA as their finalgrade versus 14.67 percent of students in thetraditional course.

• 59.76 percent of students in theredesigned course earned a coursegrade of C or above versus 56 percentof students in the traditional course.

• Comparison of student performance fromPilot II and Pilot III reveals a 12.71 to 20.82pretest-to-posttest score increase.

“[Our Pearson rep] helpedus realize our vision ofdramatically improving ourstudents’ instructional and labexperiences—and met all ofour cost and content needs.”

—Pamela Huntington, Instructor

Merced College

“The hands-on learningactivities and immediatefeedback provided byMyReadingLab coupledwith the individual assistancethat students received helpedour students gain masteryof essential reading skills.”

—XiaopingWang,ProfessorNortheast State Technical Community College

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Merced College Student Pass Rates before and afterMyReadingLab Implementation


Odessa CollegeOdessa College has been using MyMathLab in itsonline Intermediate Algebra courses for six years andin its on-ground Intermediate Algebra courses for threeyears.Via MyMathLab, students receive immediate feed-back and are able to rework problems as many timesas they wish—proven strategies for reinforcing thelearning process and increasing student success.“Students know immediately when they’ve correctlycompleted a problem,” saysTheresa Evans, mathematicsinstructor.“If they’ve done it incorrectly, they have thesupport they need to learn how to do it correctlybefore repeating the wrong process over and overagain. I have students who say that they couldn’t havepassed the class without MyMathLab.”

Since adoption of the program in spring 2006, theaverage percentage of students earning anAhas more than tripled, jumping from an averageof 9 percent to 28 percent, and theABC rate hasskyrocketed from 66 percent to 80 percent—an increase of 21 percent.

After initial implementation of MyMathLab in Odessa’sdevelopmental math sequence, students who advancedto College Algebra math complained that MyMathLabwasn’t being used in College Algebra.Today, thoseCollege Algebra courses that employ the program arefilled consistently.

RockValley CollegeRequired use of MyMathLab was one of severaltransformations in RVC’s developmental mathsequence.Although not the only positive change,Kathleen Almy, associate professor at RVC, considersit a significant contributor to the success of the new,two-part curriculum. By leveraging the MyMathLabitem analysis and e-mail features to identify and reachout to at-risk students,RVC both increased itspass rate by nearly 50 percent and cut itswithdrawal rate by more than half. “MyMathLabhas forever changed the way I teach,” says Almy. “I havea more accurate picture of how individual studentsare doing and how the class as a whole is faring. Havinga better idea of the areas that students are havingproblems with helps me adjust my lessons to bettersupport them—and helps me be a better teacher.”

MyMathLab helps students keep up with assignmentswho otherwise juggle school and employment andwho may miss a class.The online resource meansthat personal and employment stressors areless likely to result in students’ falling behindin their schoolwork and dropping out.

Almy reports that significantly more students are doingthe homework. Because they can redo assignmentsuntil they earn 100 percent, students spend more timeon task.“The engaging, interactive nature of MyMathLab

“I like that MyMathLabgives me extra problemsif I need more practice.And when I get a problemwrong, I can try it again.”

—StudentOdessa College

“I wouldn’t use anything butMyMathLab—period.”

—Theresa Evans,Mathematics InstructorOdessa College

“The quality of the classexperience has changed.Students come preparedwith constructive questions.I’m able to move forwardinstead of constantly backover old material. Class timeis more productive.”

—Kathleen Almy,Associate ProfessorRockValley College Odessa College Intermediate Algebra Average Success Rates

Grade Without MyMathLab With MyMathLab

A 9% 28%

B 29% 34%

C 28% 18%

D 13% 8%

F 20% 12%

encourages students to persevere,” she says.“Theydo better when they see success more often.”

Sussex County Community CollegeStudents who place into English 32 arrive with a widerange of Lexile scores and reading skill abilities anddeficits. Some received special education services inhigh school; some are average students who haven’tacquired essential reading skills; others simply didn’tperform well on the placement exam. Having previous-ly taught with MyWritingLab, Instructor CatherineScudderWolf was eager to use MyReadingLab whenshe was assigned to teach Developmental Readingin fall 2008.

Students complete a pretest before the semesterbegins. From this baseline, they work throughout thesemester on MyReadingLab assigned topics until theydemonstrate the mastery requirement of at least80 percent for passing the course.

“MyReadingLab offers relevant, timely, and cohesivereading selections and exercises that progressivelyimprove students’ reading and writing skills,” saysWolf.“It’s easy to navigate and full of stimulating activitiesfor all types of learners. Plus, by isolating specific skills,testing them, and reinforcing them as students continueto work, the technology expertly provides all the moti-vation that students need to persevere and succeed.”

Wolf finds a direct correlation between the amount oftime students dedicate to working with MyReadingLaband their final course grades. She says the program isthe major driver of the individual improvement evidentin her students, including in the fall 2008 term,which resulted in an unprecedented averagescore of 81 percent on the final exam.


“I liked working withMyReadingLab becauseI could work at my own paceand see my results all alongthe way.”

—StudentSussex County Community College

“Students who work theMyReadingLab modulessucceed and pass. It’s thatsimple. MyReadingLab isso effective that using itamounts to a near guaranteeof success. Only the studentswho don’t complete theMyReadingLab assignmentsrisk falling short of theirproficiency requirements.”

—Catherine ScudderWolf, InstructorSussex County Community College

RockValley College Student Success andWithdrawal/Fail Rates before and after Redesign and Required MyMathLab Homework*Students who take the first eight weeks usually also take the second eight weeks.The 335 students enrolled in the second eight-week classof fall 2009 are a subset of the 568, who started out in the first eight-week class of fall 2009.

Percentage of Students Withdrawal/Semester Enrollment Course Format Earning an A, B, or C Fail Rate

Fall 2009335*

Redesign using consistent69.9 18.2%

Beg.Algebra, Part 2 MyMathLab homework

Fall 2009 568 Redesign using consistent68.8 22.4%

Beg.Algebra, Part 1 (489 first time + 79 repeat) MyMathLab homework

Five-credit formatFall 2008 537 plus inconsistent use 48.2 40.8%

of MyMathLab

Fall 2007 589 Five-credit format 47.2 42.6%

The Obama Administration has tasked higher educationwith both producing an additional 5 million communitycollege degree- or certificate-bearing graduates by2020 and earning the status of highest college attain-ment rate in the world by 2025—a feat that by onecalculation would require the conferring of 781,000additional college degrees per year until 2025.

To attain those goals, two- and four-year colleges anduniversities like yours are reaching beyond graduatinghigh school seniors to nontraditional students such asworking adults, GED students, and English-languagelearners who are seeking career retraining, additionaljob skills, or a degree for the first time.

It’s a fact that a significant percentage of returningadults require remedial classes to brush up on math,reading, and writing skills. For many, progressing throughremedial-course sequences that do not fulfill degreerequirements represents a delay that drains not onlytheir finances but also their interest in college itself.

Pearson’s MyFoundationsLab provides such studentswith the flexibility, wraparound support, and individual-ized attention they need in order to move quickly andsuccessfully through remedial-course sequences.

• Proven best practices and content fromPearson’s winning MyMathLab, MyReadingLab,and MyWritingLab programs—including videos,step-by-step tutorials, and learning activitieswith immediate feedback—keep learnersengaged and motivated.

• A focus on mastery learning ensures that skillsare solidly understood and that they build oneupon another, thereby reinforcing previousknowledge and increasing students’ confidencein their skills and in themselves.

• The self-assessment, the personalized studypaths, and the customized teaching resourcesbuilt into MyFoundationsLab encourage stu-dents to develop a sense of accountability fortheir learning and serve to increase students’odds of remaining in the course.

Ensuring that your remedial courses are engaging,effective, and accessible for adult learners matters.National statistics indicate that less than 25 percentof community college students who take remedialcourses earn degrees within eight years.

Pearson’s MyFoundationsLab provides students witha faster, more direct path to their education goals. Itsaves time, saves money, and helps students developmore-positive attitudes about math and English beforethey enter the more challenging college environment.

Pearson’s MyFoundationsLab offers customizablesolutions for all kinds of educational needs and all typesof students.We believe that with the right elementsin play—self-paced learning, individualized assessments,personalized learning paths, interactive activities, on-demand tutoring support, and a proven-reliable plat-form—instructors can accelerate the learning processand transform the learning experience into personal-ized instruction that makes a positive difference. Learnmore by contacting your Pearson representative today.


CONCLUSION

“The more basic skills courserequirements students face, themore likely they are to drop outbefore ever reaching a credit-bearing course. Using theMyFoundationsLab diagnosticsand the resulting Learning Pathsprior to placement tests will equipstudents to place into higher-levelcourses, thereby increasing theirodds of staying in school andattaining their educational goals.”

—Brian Haley,Dean of Learning ResourcesSierra College

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TABLEOFCONTENTS - Pearson... • 5 “Both instructors and students alike tell us that technology can positively impact student learning and success rates, particularly for students