Running head: COLLEGE LEVEL MATH

Preparing High School Students for College Level Mathematics Diane Angelini University of New England EDU 715 - Organizational Theory and Strategic Planning June 25, 2013

COLLEGE LEVEL MATH Preparing High School Students for College Level Mathematics

As a high school math teacher, it is a goal to prepare all students with the critical thinking and problem solving skills necessary to compete globally in a 21st century workplace. Therefore, it is surprising that only 32% of incoming students enrolled in the Community College System of New Hampshire (CCSNH) during the 2011-2012 school year received a passing score on the math ACCUPLACER exam and were eligible to take college level math courses (Condon, 2011). The fact that 68% of these students needed to take remedial math courses for no degree credit (Condon, 2011) represents a significant problem facing high school math teachers in the state of New Hampshire. Furthermore, New Hampshire expends $9.2 million dollars per year providing remedial education (Brindley, 2011). Based on these statistics, the opportunity exists at the high school level for strengthening the algebra and geometry skills of middle achieving students in order to better prepare them for post-secondary education and the workplace. The learning disciplines of mental models, team learning and systems thinking best relate when analyzing the problem stated above (Senge et al., 2012). Existing mental models are contributing factors to students not having the necessary mathematical skills for college and career readiness. There is a mindset in our society that it is acceptable to not be good at math. In some cases, this attitude towards math is cultivated from parents who believe that they also have never been good in math. In addition, a student may have had a negative experience in

elementary school and from that point on decided that they hated math and shutdown learning new concepts. Mental models also exist for teachers who have been trained in a certain traditional way of teaching. Therefore, both students and teachers need to be aware of these mental models and talk openly about where both sides are coming from in terms of teaching and learning (Wirth, 2013).

COLLEGE LEVEL MATH The discipline of team learning also relates to this issue. In order to evaluate possible reasons as to why students graduating from high school are not passing the ACCUPLACER exam, teachers (including those from elementary and middle schools), parents and community members need to work together and establish common goals. By conducting team learning, teachers from all grade levels can identify students who are struggling early in their school careers and provide intervention (Brindley, 2011). If students are achieving success in math at an early age, it is more likely they will maintain this desire and enthusiasm throughout high school and beyond.

Finally, the learning discipline of systems thinking applies to the problem of students not having the necessary skills for college level work. A systems thinking approach, in which graphs, computer models, learning labs and simulations are used, can help students gain a deeper understanding and appreciation for math (Senge et al., 2012). If students are able to connect the learning of math skills to the bigger picture of how things are run in the real world, they may become more motivated while in high school. A systems thinking approach also provides the answer to the question most often asked by students, When will I ever use this in my life? Furthermore, students will hopefully understand the reasons mathematical skills are necessary in a highly technical society and will work diligently towards achieving this goal (Senge et al., 2012). After analyzing the issue of high school seniors not being prepared for college level mathematics by using Senges learning disciplines (Senge et al., 2012), the probability of a solution to this dilemma was evaluated. During this process, the strengths, weaknesses, opportunities and threats were determined to provide an understanding of the internal and external influences on this problem. This SWOT analysis is summarized in Table 1.

COLLEGE LEVEL MATH

Table 1. SWOT Analysis Strengths Willingness of teachers to engage in team learning (Senge et al., 2012). Provides a potential path to earning college credit while still in high school. Faculty experience and education. Flexibility to keep the class sizes small. Capability to differentiate instruction in order to address the various learning styles of students. Administrative support and shared leadership vision (Senge et al., 2012). Extracurricular support programs are already in place. Local colleges willingness to provide supplemental educational materials. Opportunities Improved student confidence in math and higher SAT and ACT scores. Communities perception of the high school will improve with higher standardized test scores. Reduction in the number of students required to take costly remedial math classes for no college credit. Students are less likely to drop out of college. Partnerships with local colleges. Existing mental models and negative student perceptions regarding math create reluctance from students (Senge et al., 2012). Weaknesses Curriculum and systems thinking training is required for teachers (Senge, et al., 2012).

Scheduling conflicts exist for students who require remediation.

Student evaluation requires additional work from teachers who are already spread thin. Media lab availability is required for student evaluation. Minimal common preparation time is provided for teachers to collaborate and work in teams.

Threats Lack of funding to sustain program. Lack of parental support. Faculty turnover. Learning curve for teachers is too steep. Course material is beyond the abilities of students which could prevent them from deciding to attend college. College entrance requirements could change which may impact the high schools remedial math program.

COLLEGE LEVEL MATH As a result of considering the SWOT analysis of this problem, the following Specific Measurable Attainable Realistic and Timely (SMART) goals (Top Achievement, n.d.) will be initiated to improve the math skills of students prior to attending college: To establish a new mathematics course for high school seniors by the spring of 2014

focusing on the prerequisite competencies required by the Community College System of New Hampshire (CCSNH). To increase the percentage of high school students taking a 4th year math course from 70% to 90% by the spring of 2015. To increase the percentage of high school students passing the ACCUPLACER exam from 32% to 50% by the spring of 2016. With input and collaboration from mathematics faculty, administrators, parents and the school community, this senior math course will be designed and implemented using team learning and a systems thinking approach (Senge et al., 2012). In order to help students make the connection that learning mathematics is a necessity in todays complex technical society; the curriculum will incorporate hands-on learning labs, computer applications and problem solving exercises which relate to the interests of students. As learners experience success and improved confidence in a math class which utilizes a systems thinking approach, existing mental models should fade and be replaced with an appreciation for math (Senge et al., 2012). As a result, the percentage of students deciding to take four years of math should increase. Since high school seniors will now be better prepared with enhanced math skills, the percentage of passing scores on the ACCUPLACER exam should improve as well. In order to assess the feasibility of the above SMART goals, the estimated cost associated with each initiative was determined. This analysis is summarized in Table 2.

COLLEGE LEVEL MATH Table 2. Estimated Cost Worksheet SMART Goal Initiative To establish a new Meetings to develop mathematics course the curriculum and for high school establish the pacing seniors by the spring guide for the new of 2014 focusing on course. the prerequisite Present the proposal competencies for the new course, required by the the textbook costs Community College and teachers salary System of New to the school board Hampshire for approval. (CCSNH). Add the course to the school's Program of Studies. To increase the Conduct meetings percentage of high between students and school students the guidance taking a 4th year department to stress math course from the importance of 70% to 90% by the taking a 4th year spring of 2015. math course. Invite colleges and business speakers to discuss the importance of math. To increase the Pre-test students by percentage of high having them take the school students ACCUPLACER passing the exam. ACCUPLACER exam from 32% to 50% by the spring of Discussions with 2016. students explaining the substantial cost of remediation at the college level. Post-test students by having them take the ACCUPLACER exam.

Item/Resources/Expenditure Estimated Cost Mathematics faculty, No cost. administrators, local community college teachers and parents. The purchase of fifty new text books at $100 each. Two math teachers will be required to teach a 6th class. Course training will be required for two teachers. None. $5,000 $6,600 to $12, 600 $1,000 No cost.

None

No cost.

Guest speakers from local businesses.

Availability of the media lab is required due to the on-line nature of the test. Math department will meet to analyze the results. College personnel.

Businesses have agreed to provide speakers at no cost. CCSNH has agreed to administer testing at no cost. No cost. Colleges have agreed to provide speakers at no cost. CCSNH has agreed to administer testing at no cost. No cost.

Availability of the media lab is required due to the on-line nature of the test. Math department will meet to analyze the results.

COLLEGE LEVEL MATH References Brindley, M. (2011, May). Remedial math courses costly for students, college. Retrieved from www.nashuatelegraph.com. Condon, B. (2011). CCSNH mathematics learning communities project. Retrieved from www.ccnh.edu/specproj.html. Senge, P., Cambron-McCabe, N., Lucas, T., Smith B., Dutton, J. & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents and everyone who cares about education (Revised Ed.). New York: Crown Publishing Group. Top Achievement Self-Improvement and Development Community (n.d.). Creating S.M.A.R.T goals. Retrieved from http://topachievement.com/smart.html. Wirth, Steven. (2013, February 17). Mental models and how we make sense of things. [Video] Retrieved from: http://www.youtube.com/watch?v=GzkkmFAsQSA&feature=player_embedded#.