Corequisite Model for Learning Support

Math and English

Statewide Symposium on Transforming RemediationApril 21, 2014

Gordon State College

Gordon State College, in accordance with the task force recommendations for implementing change in the areas of English, reading, and mathematics, piloted combination English 1101/0098, Math 1111/0999, and Math 1001/0998 classes in fall 2013. The content and success of these classes will be discussed. Potential problems will also be examined.

“The Game Plan”

Final Examination Results  MATH 0998/MATH 1001 MATH 1001

Class Average of Number of

Correct Responses

16 15

Math 1001 Comparisons

The Math 1001/0998 students (with COMM scores generally in the 33-41 range) performed better than the traditional Math 1001 students (with COMM scores of 42 or higher). The final exam was 25 multiple choice questions.

Obj.Statement of Objective: Upon completion of MATH 1001, students should have an understanding of and be able to apply their knowledge of:

Percent Responding Correctly – MATH 0998/MATH 1001

Percent Responding Correctly – MATH 1001

1 Sets and set operations 78 71

2 Logic 62 64

3 Basic Probability 48 40

4 Data analysis 65 68

5 Modeling from data 53 46

6 Mathematics of finance 63 53

More Comparisons

“He used D2L which had all worksheets & notes. He also used MML and never made us feel like we were in a learning support class. Encouraged student involvement.”

“I used to hate math, but now I actually enjoy it. This math is real life math.”

“(This course) increased and refreshed my mind dramatically.”

Student Comments (Math 1001/0998)

Final Examination Results

  MATH 0999/MATH 1111MATH 1111

Class A Class B Combined

Class Average of Number of

Correct Responses

12.5 10.3 11.5 10.5

Math 1111 Comparisons

The Math 1111/0999 students (with COMM scores generally in the 33-41 range) performed better than the traditional Math 1111 students (with COMM scores of 42 or higher). The final exam was 25 multiple choice questions.

Obj.Statement of Objective: Upon completion of College Algebra, students should have an understanding and be able to demonstrate their knowledge of:

Percent Responding Correctly – MATH 0999/MATH 1111 Percent

Responding Correctly – MATH 1111Class A Class B Combined

1

Solving linear, quadratic, rational, radical, and absolute value equations and their applications. 80 75 78 66

2

Solving linear, quadratic, rational, radical, and absolute value inequalities and their applications. 68 52 60 53

3The rectangular coordinate system and graphing equations in two variables. 79 69 74 59

4Finding equations of, and graphing, lines and circles and their applications. 59 33 46 42

5

Fundamental concepts of functions, including composition of functions and inverse functions, and their application as mathematical models. 57 44 51 52

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Obj.

Statement of Objective: Upon completion of College Algebra, students should have an understanding and be able to demonstrate their knowledge of:

Percent Responding Correctly – MATH 0999/MATH 1111 Percent

Responding Correctly – MATH 1111Class A Class B Combined

6Fundamental properties of polynomials, the factor and remainder theorems, and the number of real zeros of a polynomial.

60 56 58 56

7 Direct and inverse variation and applications. 64 38 52 51

8Solving systems of linear equations in two or three variables and applications.

68 58 63 47

9The properties of exponential and logarithmic functions and their application to compound interest.

68 50 59 47

10 Solving exponential and logarithmic equations. 38 38 38 44

More Comparisons

Class A: Reviewed MATH 0099 topics during the first

half of the semester and covered MATH 1111 topics during the second half of the semester.

Graded homework by handClass B: Reviewed MATH 0099 topics when required

and as needed throughout the semester Used Pearson’s My Math Lab for homework

Math 1111 Formats

MATH 0998 CRN 479: 15/17 (88%) passed > paired to MATH 1001 CRN 165: 12/17 (71%) ABC

MATH 0999 CRN 480: 26/30 (87%) passed > paired to MATH 1111 CRN 166: 16/30 (53%) ABC

MATH 0999 CRN 482: 28/29 (97%) passed > paired to MATH 1111 CRN 167: 23/29 (79%) ABC

MATH 0999 combined: 54/59 (92%) passed > paired to MATH 1111 combined: 39/59 (66%) ABC

Totals: 69 of 76 (91%) passed Learning Support requirement

51 of 76 (67%) passed Area A Math course with ABC grade NOTE: Of the 11 students who were failing preceding the final exam and took the MATH

0099 Final, 5 of them passed. Five of the 11 who failed the Final passed the COMM.  

Some Comparisons (Pass rates in four random sections of each below from Fall 2013): MATH 0099: 94 of 117 (80%) passed LS requirement MATH 1001: 74 of 107 (71%) earned ABC MATH 1111: 78 of 129 (60%) earned ABC

Still More Comparisons

Academic classes were comprised of a mix of non-LS English students and LS English students with a 2:1 ratio

Advantages of this design◦ Students profited through interaction in their

discussions.◦ Group interactions were uplifting to weaker

students.

LS students were never identified.

Design of English 1101

Course design◦ Four 3-credit hour ENGL 1101classes met three

times a week with two different instructors◦ Two 1-credit hour ENGL 0098 labs met twice a

week with the same instructor This pilot was comprised of students scoring

50-64 on the English COMPASS. Total credit hours: 4

English 1101/0098 gateway course

Students had access to grammar programs. Small groups in lab allowed teacher to individually go over

returned papers. Students (and this must be the emphasis) revised papers and kept

revisions in folder with original papers. Grammar marked on the papers allowed for individual

remediation. Students further discussed literature from class. Students did research on author and time periods of literature

(gestalt approach). English writings explained in depth with samples of successful

writings on power points. Short assignments on MLA documentation to ready students for

analysis documentation assignments.

Lab Design

Lab must not become simply a general computerized session.

Writing must be the focus. Grammar errors from the student’s writing

can be individualized. Labs need to be kept as small as possible (at

Gordon we had a workable 15). The same instructor should be assigned both

ENGL 1101 and lab. Mainstreaming helps both LS and non-LS

students.

Recommendations from my perspective

Final Examination Results 

ENGL 1101/0098 ENGL 1101

Number of students with A, B, C/total

23/23 71/72

English 1101 Comparisons

Final exam results show that the LS students taking ENGL 1101/0098 did as well as the non-LS students taking ENGL 1101 only. It is obvious that the added support was beneficial to the students.

“….journals, showed clips to make the class more engaged and helped my writing skills.”

“She helped me on papers I didn’t understand.” “On the harder papers, she explained more.” “The different authors we learned about were

interesting.” “Taught me a lot about how to write different

styles of papers.” “Journal entries and discussion made me more attentive to what I was reading. I wasn’t bored! “

Student Comments (ENGL 1101/0098)

MORE COMPARISONS FOR

FALL 2013- FINAL GRADES

Upon completion of ENGL 1101, 19/28 (68%) of the students in ENGL 1101/0098 have met the following Departmental objectives with a grade of C or above. Upon completion of ENGL 1101, 773/1035 (75%) of non-LS students in ENGL1101 have met the same objectives.

Obj. 1 Students must read, comprehend, and respond to college-level writing (literacy)

2 Students should develop or improve their ability to engage in synthesis, to reflect on the composition process and product, and to inquire into questions both personal and social (the critical thinking objective)

3 Students should develop or improve their ability to recognize and apply complex writing processes, including the synthesis of primary and/or secondary texts (the process objective)

4 Students should develop or improve their ability to produce an organized, coherent, and developed essay demonstrating a mastery of Standard Written English and MLA format. (the product objective).

ENGL 1101/0098◦ ENGL 0098: 26/28 (93%) passed ABC (Passed LS requirement)◦ ENGL 1101: 19/28 (68%) passed ABC

◦ NOTE: Of the 7 students who failed ENGL 1101, 5 withdrew after midterm.

Pass rates in four random sections of ENGL 0099 and ENGL 1101 from the same semester: ENGL 0099: 63/79 (80%) passed LS requirement ENGL 1101: 75/98 (77%) earned ABC

Still More Comparisons

The lab is a supportive class for English 1101.◦ Students reap the most benefits from discussions

and helping on assignments from the 1101 class.

The lab grade is reflective and not separate from the English 1101 grade.

Conferences are required for every paper.

Lessons Learned

Gordon State will go to scale in all LS areas.

We will no longer offer Reading LS courses.◦ Students who score 68-77 on COMPASS Reading will take ENGL 1101/0098.

Beginning Fall 2014◦ 3-credit Foundations course for:

Students who score 32-43 on COMPASS English Students who score 62-67 on COMPASS Reading Students who score below passing in both English (65) and reading (78)

English 1101/0098 taught by same instructor

Placement for ENGL1101/0098 class range will go to 44-64.

No mainstreaming

Projected Changes

Susan Hendrickssusanh@gordonstate.edu

Geoff Clementgclement@gordonstate.edu

Sample course syllabi/outlines for Math 0987, Math 0989, Math 1001/Math 0997, and Math 1111/Math 0999 on http://www.gordonstate.edu/faculty/gclement/CourseResources.htm

Feel free to contact us with any further questions.

Live and learn!

Thanks!