In order to gain a better understanding of the math skills

Transcription

1 for College Readiness: A survey of math requirements at Texas postsecondary institutions In order to gain a better understanding of the math skills necessary for Texas students to succeed at postsecondary institutions in the state, in October 2, Greater Texas Foundation (GTF) distributed a brief survey to representatives of four- and two-year public institutions of higher education in Texas. In the survey, we asked for the first credit bearing (as opposed to developmental, or remedial, courses) and most advanced mathematics courses for several academic fields. From the responses, we learned entry-level math requirements vary by institution type (e.g. two-year or four-institution, and regional or flagship university) and by field of study particularly science, technology, engineering and math (STEM) fields compared to non- STEM fields. Based on the survey results, we present a simple informational framework that could serve as a tool to help students, parents, advisors and other stakeholders better understand the mathematic knowledge necessary for students to succeed at the outset of their postsecondary work. Background In 29, Greater Texas Foundation (GTF) completed a six-month planning process, under the guidance of FSG Social Impact Advisors, in which the foundation examined current and projected educational needs in Texas and how the foundation s efforts might be best aligned to address them. Through this process, we learned a great deal about the challenges Texas students face on the road to postsecondary completion. Significantly: In Texas, three out of five students (74, of 126, students) who enroll in postsecondary education (PSE) do not attain a credential within six years. Of the students who enroll in PSE, almost half who do not attain a credential are lost in developmental education. percent of community college students and 2 percent of freshmen at 4-year institutions enroll in developmental education and most do not matriculate into credit bearing courses. Only 8, of the 42, students entering post-secondary education who enroll in developmental education complete a degree or credential. 34, do not. 6 Clearly, many Texas students are unprepared for college level coursework and are being placed in non-credit developmental education courses. Insufficient academic preparedness compounded with other factors, such as low socio-economic status or being a first-generation college student, could be a perfect storm for extended time-todegree or non-completion for the most at-risk students. Bowen, Chingos and McPherson address time-to-degree in Crossing the Finish Line: Our analysis of graduation rates shows that disparities by institutional selectivity, SES, race/ethnicity, and gender are often larger for four-year graduation rates than for six-year graduation rates. The obvious implication is not only that disadvantaged groups are less likely to graduate at all but those who do graduate take longer to complete their degrees. Time-to-degree should be a concern to students, institutions of higher education, and society at large. Students who take longer to graduate use more of their own time and resources (including family resources) to earn a bachelor s degree. 7 Conversely, students who are academically prepared for college-level mathematics have a much higher success rate. Completing II at the high school level correlates significantly with success in college. Specifically, students who complete II are more than twice as likely to graduate from college compared to students with less mathematical preparation. Further, earning credits in college-level math in the first year of post- 6 Note: From Greater Texas Foundation Strategic Plan Su mmary Slides based on Texas Higher Coordinating Board 199 Cohort data and Texas Legislative Budget Board, The Cost of Developmental 7 Bowen, William G., Matthew M. Chingos and Michael. S. McPherson. 29. Crossing the Finish Line: Completing College at America s Public Universities. Princeton University Press: Princeton, New Jersey. Page 6 June 211 Written by Leslie Gurrola, Strategy Manager, Greater Texas Foundation

2 secondary education is correlated with increased likelihood of earning an associate degree and of transferring to a fouryear institution. 8 Not only is preparation for entry-level mathematics a strong indicator for completion of a postsecondary degree, but the combination of the highest level of math taken and the number of units of core lab science is the largest factor in academic intensity of curriculum, which is in turn the most important determinant of whether a student will complete a degree. 9 Survey Realizing that readiness for college mathematics varies a great deal from student to student and mathematics often causes college students the most academic difficulty, Greater Texas Foundation wished to gain a better understanding of the math skills necessary for Texas students to succeed at and within different postsecondary institutions in the state. In October 2, GTF distributed a brief survey to representatives of four- (N=37) and two-year (N=66) public institutions of higher education in the state. In the survey, we asked for the first credit bearing and most advanced mathematics courses for several academic fields. The survey was distributed to 3 institutions. Fifty-nine institutions responded; however response rates for each question varied and are included below. Of the 9 surveys, 31 (2.%) responders were from four-year or upper level institutions that grant baccalaureate degrees and 28 (47.%) were from a two-year community or technical colleges. The results are not intended to be a generalization, but rather a snapshot of math requirements in the state. Math Readiness: First Credit Bearing Courses College algebra is often used as a threshold for college readiness. In actuality, as indicated in the following charts, college algebra is levels below where many academic programs expect their students to be upon enrollment, particularly for students at the public four-year and majoring in, Technology, and Math (STEM) fields. Each institution was asked to answer the following question: For each undergraduate field listed, which subject (excluding remedial courses) best describes the first mathematics course in which an undergraduate would enroll? Responses for all institutions are shown in Chart 1; responses for four-year institutions in Chart 2; and responses for two year institutions in Chart 3. Nineteen four-year institutions and 23 two-year institutions responded to this question. CHART 1 All Institutions: First credit-bearing course Pre 8 Note: From Greater Texas Foundation Strategic Plan Summary Slides. II connection to postsecondary completion based on US Dept. of, The Final Report of the National Advisory Panel, 28 9 Note: From Greater Texas Foundation Strategic Plan Summary Slides. II connection to postsecondary completion based on US Dept. of, The Final Report of the National Advisory Panel, 28 Includes two-year technical colleges and, in some cases, multiple campuses within one community college district. Page 2 for College Readiness

3 CHART Four-year Institutions: First credit-bearing course Pre For mathematics and most science fields, the first course that counts towards the major is calculus, but very few students are qualified and must enroll in prerequisite courses first (often including developmental courses.) majors usually begin in a Math class and majors generally take an introductory course focused on concepts of number and operations, though they may begin in algebra or developmental mathematics. Response from a four-year institution Of the four-year institutions that chose, answers included: Introduction to University mathematics, discrete math, college algebra and statistics, and math courses designed specifically for liberal arts majors. Pre-calculus or calculus was selected as the first-credit bearing math course in four of the seven fields of study; of the 19 responses, 7 institutions chose pre-calculus or calculus as the first-credit bearing course for science majors; 14 for engineering; 13 for mathematics; and 3 for health related fields. CHART Two-Year Institutions: First credit-bearing course Pre Nursing students are not required any mathematics except developmental mathematics, but pre-dentistry, pre-medical and pre-veterinary all require and any preparation like College and/ or Pre- that they need to prepare for. Response from a two-year institution Most students begin in or in developmental. Typically in Math and, is considered to be the first math course. Also, take both and, but we would like for it to be just. Response from a two-year institution Of the two-year institutions that chose, answers included: college mathematics, mathematic topics, finite math, math for nursing, allied health tech math, finite mathematics for business majors, and math for liberal arts and business majors. Of the 23 responses, institutions chose pre-calculus or calculus as the first-credit bearing course for science (nonhealth majors; 7 for engineering; 6 for mathematics; 1 for business; and 1 for education. Greater Texas Foundation Page 3

4 Most Advanced Credit-Bearding Course In addition to the first credit-bearing math course, we asked institutions to provide the most advanced mathematics course for the same undergraduate fields. Chart 4 is the most frequent answers by field for four-year institutions and Chart is the most frequent answers by field for two-year institutions. A number of institutions included more than one answer for each field. In those cases, all answers have been included. There were 3 responses to this question: 16 responses from fouryear institutions, and 19 responses from two-year institutions. CHART 4 Four-year Institutions: Most Advanced Math Courses College and Trigonometry Probability and I-III Linear, Abstract, Matrix Complex Variables Differential Equations Group Theory (ic Structures) Analysis CHART Two-year Institutions: Most Advanced Math Courses 2 College and Trigonometry Probability and I-III 1 Linear, Abstract, Matrix Complex Variables Differential Equations Group Theory (ic Structures) Analysis Page 4 for College Readiness

5 Conclusion Math sequences vary greatly from institution to institution and within fields of study. Further, many Texas students place into developmental sequences, which delays time-to-degree and, in many cases, is a major barrier to completion of a credential. From this survey, we learned that although college algebra is the threshold for many fields, it is not an adequate level of preparation for most STEM fields. 6 Students may benefit from learning entry-level requirements for different fields early (e.g. freshman year of high school), and students majoring in the STEM fields should be prepared, at a minimum, for college level. A simple informational framework, such as the shown in Table 1, may be a useful tool for students and advisors. TABLE 1: Framework of typical entry-level math requirements at Texas institutions Community College Regional Institution Flagship STEM Fields ; in some cases or precalculus Non-STEM Fields ; in some cases, ; in some cases -based introduction course or A simple framework of entry level math requirements such as the one above provided at the high school level may be a very useful tool as students explore various institutions of higher education, majors and careers. Such a framework high-level or more detailed could also be informative to teachers, counselors and parents as they help students choose courses to ensure adequate academic preparation for college-level coursework. 6 Note: In addition, the results may be informative to a national conversation about whether all students need to be on track for college algebra or an alternative, such as statistics, based on field of study. Greater Texas Foundation Page