y low. Of students who take two or more develop-mental courses, only 20% complete a ba

Group A: Low placement score, developmental math not required, enhanced section● Group B: High placement score, developmental math not required, enhanced section● Group C: Low placement score, developmental math required, enhanced section● Group D: Low placement score, developmental math required, non-enhanced section

athematics.In 2017–2018, the developmental mathematics instructional requirement as aformal prerequisite was waived for a subset of student

In other words, the student populationnecessary to address RQ1 exists only for QL1 and CA

MSU also regularly offers several summer experiences for matriculatingstudents

Oneformer option was a formal, one-semester developmental mathematics courselargely offered online.

he authors were not involvedin the design of the enhanced course sections.

recitation

. All of this is to saythat many of the students whom we work with and discuss in this paper arrive withcumulative disadvantages that no special program can remove altogether.

Before transitioning to specific details about embedded remediation at MSU,we believe it is important to note that neither the pathways nor the embeddedremediation approach inherently leads to socially just outcomes. If we substitutethe word pathways for tracks, for example, this point becomes salient.

Understandably, the corequisite model has gained traction forits alluring removal of the necessity of multiple semesters for students

he approach benefits students’ affect in relation to mathematics,timeline to graduation, and required mathematical skills

This abridged version of developmental mathematicsincludes only the content that students will need to be successful in latercoursework, jettisoning other topics (e.g., polynomial long division) that tend tohinder student success and that bear little import for students’ future coursework orcareers

reatingalternatives is challenging,

gained notoriety

Students encountering the university mathematicsgraduation requirement given their resources—in some cases, low mathematicsplacement scores and room for improvement in their mathematical knowledge andskills—have a similar problem of access

Although the researchers found thecorequisite and compressed modalities werebeneficial, only a small percentage ofstudents selected these modalities whengiven a choice

Aregression discontinuity showed thatstudents who scored within five pointsbelow the placement cutoff score passed thecorequisite course at higher rates thanstudents in the gateway course that scoredwithin five points above the cutoff score

final grades and DFW rateswere lower

However,prior math GPA, race, ACT math subscore,and financial need were statistical predictorsof success in gateway math courses.

Mangan, K. (2

Mangan, K. (2019, February 18). The endof the remedial course

Corequisitemathematics remediation: Resultsover time and in different con

Three accelerateddevelopmental educationprograms.

Thecorequisite reform movement: Aneducation bait and switch

The pass rate for the quantitativeliteracy course was 53% compared to 29%for the elementary algebra course.

Overall,there was no significant difference in theadjusted mean course scores among thestandard and the corequisite sections. A one-way analysis of covariance indicated astatistically significant correlation betweenboth high school GPA and math ACTsubscores when compared with overallcourse scores.

https://www.tbr.edu/sites/tbr.edu/files/media/2016/12/TBR%20CoRequisite%20Study%20-%20Full%20Implementation%202015-2016.pdf

no research methods weredescribed,

However, no research methods norspecific data sources were described.

Scalingco-requisite supports at theUniversity of Central Arkansas:Perspective from a four-year highereducation institution

There was nostatistically significant difference in college-level math completion rates between thethree groups. Success rates were 67.7% ingroup one, 68.3% in group two, and 66% ingroup three. However, students in thecorequisite pilot did have a statisticallysignificant lower noncompletion rate(10.2%) than the other two groups (22.2%and 20.4%, respectively).

Studentswere eligible for the pilot if they had anACT Math score of 17 or 18.

tudents whohad an ACT or SAT score just below the

eamer noted thatthe intent of corequisite mathematics reformshould not be to eliminate developmentalmathematics,

The researchers found thatcoenrolled students were 3.6 times morelikely to pass the developmentalmathematics course if they were coenrolledin developmental mathematics and college-level mathematics

mental toolkit is intrinsic to human development,

Globally, there's a unanimous agreement on the necessity for individuals, whether as professionals or citizens, to possess adequate and multifaceted numeracy skills to engage effectively in the number-drenched world as described above.

prioritizes these competencies to achieve efficacy.

However, for the middle range of students, the vast majority were placed intoDevelopmental Algebra II over Developmental Algebra I.

Tables 1a and 1b (Appendix B)4 provide background information on the number ofstudents taking the COMPASS placement tests.

. In the early 2000s, the Drop-Failure-Withdrawal (DFW) rates averaged 45 percent in developmental mathematics courses,compared to 26 percent in college-level mathematics. Developmental Algebra I had a DFWrate of more than 50 percent, i

emedial Arithmetic

with developmental courses being just below college level andremedial courses being for students who are very underprepared

Eachstudy focuses on students at the margin of passing out of remediation.

Boylan (2004) made acase for accelerating the developmental educationprocess.

that students who complete remedial coursework in community college improve their procedural math knowledge but not their conceptual math knowledge, and that those gains

rements and messag

When we compare students with similar high school GPAs w

The influence of placement is more powerful than the influence of the highest math class completed in high school; it is approximately equivalent to a two-point change in high school GPA (e.g., given the same level of high school math preparation students with a 4.0 GPA who begin in Intermediate Algebra have about the same average throughput rate as students with a 2.0 GPA who begin in transferable, college-level math).

Throughput Rates

Students who declared an intent to pursue a STEM program of study had much greater throughput when allowed to begin their math studies at the community college in a transferable, college-level math class, regardless of their math attainment level in high school (see also Willett et al., 2018).

(e.g., a “C” student in high school who entered directly into a transferable, college-level math class would have about the same likelihood of throughput as an “A” student who began their college math coursework in Intermediate Algebra). A

For example, Algebra 2 completers who began in a transferable, college-level STEM class had lower throughput post-AB 705 than pre-AB 705 (30% vs. 45%)

As shown in Figure 3 and Table 5 below, prior to the implementation of AB 705 students who had not completed Algebra 2 in high school had higher one-year completion rates when they began their community college math sequence by entering directly into a transferable, college-level math course.

traditional paradigm of placement testing and multi-term remediation with little opportunity for concurrent or corequisite remediation.

a 2 in high school, it is not the case that those students who did not complete Algebra 2 in high school and then began their math journey at the community college in Intermediate Algebra fared better than those w

(i.e., had received “A” or “B” grades in 7th grade math) were the least likely to skip math in their senior year, which likely explains why the current sample of community college students has a higher overall rate of no math in the senior year than in the sample used by Asim et al. (2019) since that sample includes students accepted by the University of California and the California State University—students who as a group have very high average levels of academic achievement.

no math coursework in 12th grade. V

Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School The RP Group | August 2021 | Page 12 Table 2. Highest Math Completed in High School Frequency Percent Cumulative Percent N

a student’s highest math class in 11th or 12th grade was Geometry, they must also have a prior math class on record (e.g., if Geometry in 11th grade and no math in 12th grade they must also have a lower-level math class enrollment record

they were pursuing a Business or STEM (B-STEM) program of study. In response to the requ

not completed it in high scho

This implies that students who have not completed Algebra 2 in high school may also be more likely to have a lower overall high school GPAs than those who have

. Many California community colleges have implemented B-STEM corequisite remediation courses that do not presume or require the completion of Algebra 2 in high school, while other colleges have opted to channel B-STEM students who did not complete Algebra 2 while in high school into degree-applicable but non-transferable math classes that emphasize intermediate algebra skills (aka, Intermediate Algebra).

ve closed equity gaps in access to transferable, college-level math, additional research is needed to highlight positive outliers and practices that are associated with eliminating equity gaps in math outcomes

increased to 38%, ten percentage points higher than the average throughput rate of the historical, pre-AB 705 cohorts (28%)

transferable, college-level math class.

Watching my students and colleagues build better, more just worlds as our current world faces so many challenges has been the great joy of the last 18 months, and I’ve been in awe of small acts of courage and kindness.

e are all being forced to transform,

occur only if it is coupledwith motivation.

A Case Study of Students’ Motivation inCollege Algebra Course

It is a challenge to help students earn satisfactory grades

Use digital technologies to promote critical thinking and problem solving rather than as electronic workbooks for drills and practice (Hayes, 2007; Vanek, 2017b; Warschauer & Matuchniak, 2010)

On YouTube, study creators with thousands to millions of subscribers focus less on subject matter and curriculum, instead sharing productivity tactics and study techniques

at least for some student groups.

Acceleration, on the contrary, is widely regarded as a best practice in DE reform ([ 9]; [23]; [28]). Although this may be true, our participants identified certain groups of students who may not benefit from acceleration, including ELL, individuals with disabilities, student parents, and those who are working.

We also found that campus personnel largely felt the passage of SB 1720, which prioritized social efficiency, made their pursuit of democratic equality more challenging.

An advisor echoed these changing sentiments about acceleration, saying, "I'll be the first to say,... I was opposed to pieces of it [SB 1720]. I'm opposed still,... [but] I love the pieces of it where we accelerate [curriculum]." In both cases, these individuals had witnessed the positive effects of SB 1720 and acceleration for some students' efficient progression through coursework, allowing them to accrue college credit and build academic momentum much quicker than in the past.

We weren't happy in the beginning, and in many ways we're still not happy. We don't see the program [SB 1720] working well for the students." But, to this reflection she added,On the other hand, one thing that I was initially very skeptical of... was the idea of the 8-week class... And, I have to say, that [acceleration] has surprised me to no end. And I am very glad that we have that.

The very population that needs additional time, it's been cut in half.

"We've had some really significant changes on a very small number of students, Hispanic males particularly, which has more than doubled their success rate."

Although pass rates in individual gateway courses have decreased at FCS institutions, enrollment in those gateway courses has increased so much so that the total number of incoming students who pass gateway courses has increased ([25]).

Research on some of these specific programs is limited

SB 1720 also emphasized the incorporation of technology into classroom instruction and out-of-class support services.

Studies of the Accelerated Learning Program, California Acceleration Project, and other programs lend support to the practice of accelerating remediation. DE taught as compressed and corequisite courses are particularly helpful in moving underprepared students into college-level courses ([23]; [28]). The effects of modularized courses are positive as well, yet modest ([ 9]).

, "remediation in colleges and universities is not an appendage with little connection to the mission of the institution but represents a core function of the higher education community that it has performed for hundreds of years" ([34], p. 79).

provide access to high-quality, affordable academic and career educational programs" (FCS, n.d., para. 2) through DE curriculum and academic support services. These secondary components of access are intended to help underprepared students make the most of their ability to enroll in college by supporting the ongoing pursuit of postsecondary credentials.

higher education reforms focus almost exclusively on economic development, competition, and efficiency.

Also

Connecting meaning to different repre-sentation systems is one of the most significant aspects oflearning about mathematics and presents a great challengefor many children.

Principle 2: Presume Competence All students are individuals who can learn, apply, and enjoy mathematics. The activities in these materials position students to capitalize on their existing abilities, and provide supports that eliminate potential barriers to learning when they arise. Each lesson is designed for wide range of ability, and all students are given access to grade-level problems. Student competence to engage with mathematical tasks should be assumed, with additional supports provided only when needed.

, I’m going to introduce her to [enter all my brothers and sisters here] who have been adjuncts or they care a great deal about adjuncts.” She won’t be alone, I promise.

As I was listening to my very brilliant friend, all I could think about was that I’m a pacifist who doesn’t see the point of the war.