Scalable Solutions for Your Course Redesign
The nationwide trend in corequisite instruction is growing, with many professors either adopting or expecting to adopt this model in the near term. Quantitative Reasoning (QR) and PreStatistics are experiencing similar interest. With a broadening range of potential applications, there’s renewed urgency to help students understand how math fits into their lives, while improving both pass and graduation rates. We’ve tapped some experts to explore perspectives and research driving trends forward. Explore, then add your voice to the conversation.
Research & Opinions
Mathematics Course Redesign
Review the latest data about course redesign, including corequesites, Quantitative Reasoning and Liberal Arts Redesign.
This blog series will highlight trends in course redesign through the eyes of experts. Our first installment is a Q & A on Productive Struggle with author Richard Aufmann, who shares his best practices and insights.
Redesign Trends by State
Learn more about redesign initiatives by state.
Starting in fall of 2018, both 2-year and 4-year schools across California will be moving to the corequisite model. Assembly Bill 705 requires community colleges to maximize the probability that the student will enter and complete transfer-level coursework in Math and English within a one-year time frame, while requiring students to enroll in additional, concurrent support during that same semester. Executive Order Math 1110 states that 4-year schools will redesign to eliminate Developmental Math courses and placement requirements by fall 2018. In both cases, these are happening for all gateway Math courses.
Colorado was one of the first states to scale policies for corequisite remediation, starting in fall of 2013. They created two pathways in Mathematics, along with associated academic support models (corequisite model). There are 5,000 students in corequisites that would otherwise be in traditional courses, with success rates improving from 31% to 64%.
In 2011, Complete College Georgia, a statewide initiative to boost college completion and close attainment gaps, was formed. The University System of Georgia (USG) and the Technical College System of Georgia partnered to pursue bold strategies for reform, including the implementation of corequisite remediation, with the help of a grant for Complete College America. This was scaled state-wide in fall 2015, where success rates improved from 20% to 61% for college math. Georgia is now exploring Quantitative Reasoning (Math 1001) as a redesign of the traditional liberal arts Math course, along with an aligned corequisite support course.
After receiving a grant through Complete College America, the state of Indiana implemented corequisite courses, Quantitative Reasoning and a Technical Math Pathway, starting in fall 2014. In the first 3 years, the success rates in gateway courses increased from 29% to 64%. Due to the implementation of Math Pathways, placement in Remedial Math dropped from 77% to 34% overall.
On a local level, schools have implemented the corequisite model, pathway models and quantitative reasoning courses to improve completion rates. There is yet to be a statewide mandate for these models.
In Missouri, Mathematics course redesign is happening on multiple fronts, both in the corequisite model and Quantitative Reasoning. Missouri's Department of Higher Education has committed to scaling the corequisite model during the 2017-2018 academic years. By then, 90% of students who need academic support will attend an institution that offers the remedial education, and 90% of those institutions will ensure that at least 75% of students who need it receive it through a corequisite course model. While several institutions have already begun implementing this course model, being a part of CCA's Corequisite at Scale Initiative will provide the support needed to grow across the state.
Per a mandate by the State Chancellor, by fall 2020, all standalone Math remediation courses will be replaced by the corequisite model. Various pilots will be happening in fall of 2019.
Several initiatives are being explored in Ohio, including corequisites, pathways and Quantitative Reasoning. The 4-year schools are leading the charge across the state with pathways programs, Quantitative Reasoning courses and corequisites.
Oklahoma's goal is to see a 67% increase in number of degrees and certificates earned in the state by 2023. Oklahoma will start to implement the corequisite model starting in the 2017-2018 academic year.
Tennessee piloted the corequisite model across all community colleges in 2014. After seeing increased retention rates, 51% of Math students passed the college-level course when in the corequisite course, compared to 12.3% who had not enrolled in the corequisite model.
In June 2017, the Texas governor signed a law that required the corequisite model for all students in developmental education courses. The model will scale over time, with public colleges and universities needing to enroll 25% of developmental students in corequisites by 2018, 50% by 2019 and 75% by 2020.
Virginia is implementing several initiatives. By fall 2018, all 23 community colleges are required to implement Quantitative Reasoning. They are exploring corequisites and pathways with no formal timeline for implementation.
West Virginia was one of the first states to implement corequisites, scaling Math in the fall of 2014. Pass rates in Math increased from 14% in 2013 to 62% in 2016 at community and technical colleges. Still, West Virginia is iteratively fine-tuning the way these courses are taught to improve pass rates both at the 2-year and 4-year school level. These changes include integrating support, creating teacher consistency across lecture and support sections and limiting seats in the sections.
Explore our PlaceU Assessment Tests for Math Placement
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Discovering Mathematics: A Quantitative Reasoning Approach
Richard N. Aufmann
Donald Davis, Bill Armstrong, Mike McCraith
WebAssign for Corequisites