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Reaching for the Stars: Developmental Math Redesign; Master Course Shells and Fast-Track

Contact information for project/initiative leadership: Susan Johnson and William Parker, Greenville Technical College; Kendall Wahba; Susan.m.Johnson@gvltec.edu
Year in which this project originated: 2009
Research/articles on which this project is based:

Emporium model for dev. ed. math redesign

Essential programmatic elements of project/initiative:

Active and engaged learning
Extended time on task
Integrated technology
Promoted critical thinking
Incorporated outcomes assessment

Essential instructional practices of project/initiative:

Used Hawkes software
No calculators allowed
Lesson plans, SMART board lesson, and activities written for every lesson
Used the same book for all levels of dev. ed.

Implementation costs:

No significant.

Impact of project:

Students who are coming from Basic Algebra are not achieving success rates equal to or higher than students testing directly into Intermediate Algebra; however, the success rates have increased significantly since 2005, and the gap is closing.
Cohort data suggests that students who take the redesigned classes are doing better in subsequent Intermediate Algebra than those who are coming from Basic Algebra.
Success in 2005 w/out Beginning Alg: 44.9%, w/ Beginning Alg: 36.5%
Success in 2010 w/out Beginning Alg: 66.4%, w/ Beginning Alg: 49.1%
Succes in 2011 w/out Beginning Alg: 53.5%, w/ Beginning Alg: 43.9%
Succes in 2011 w/out Beginning Alg: 53.5%, w/ Beginning Alg: 43.9%
Succes in 2011 w/out Beginning Alg: 53.5%, w/ Beginning Alg: 43.9%
Succes in 2012 w/out Beginning Alg: 55.3%, w/ Beginning Alg: 49.8%
Success with the fast-track program has been evident presenters contribute the success to the regular class meetings, four days per week vs. 2 days per week.
Success in 1st dev. ed. math course in fast-track 63% vs traditional track 43% (percent of As, Bs, and Cs)
Success in 2st dev. ed. math course in fast-track 70% vs traditional track 53% (percent of As, Bs, and Cs)
Success in 3rd dev. ed. math course in fast-track 45% vs traditional track 42% (percent of As, Bs, and Cs)
Success in 4th dev. ed. math course in fast-track 54% vs traditional track 43% (percent of As, Bs, and Cs)

Website:
Link to pertinent documents:
Link to pertinent documents:

Name of reporter: Patrici Miceli
Email address of reporter: pamiceli@ccc.edu
Date of report: March 19, 2014

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