Summer 2015 Arise Math Preparation Boot Camp Report

Transcription

1 Summer 2015 Arise Math Preparation Boot Camp Report The AANAPISI grant at MT. SAC aims to provide a networked link of services and activities to improve the academic achievement and personal development of its students. Assisting students in completing their math sequence is a major goal of the grant. Given these objectives, over the summer 2015 term, a Math Boot Camp was offered to students participating in the program. The purpose of the boot camp was to refresh the math skills and bolster math confidence among these students in hopes that they would begin or continue their math sequence. The boot camp was approximately five weeks long. This report summarizes the findings of this boot camp. ALEKs Process For four weeks, beginning July 1, 2014, the Arise Math Boot Camp utilizing ALEKs, was piloted. Two locations were scheduled for a morning (10 am noon) and afternoon (1 pm 3 pm) session. Students had access to a computer for two hours each day, Monday through Thursday. The morning session was scheduled in a computer lab, which was also accessible before and after the session for individual use. Students were also informed that they can utilize the laptops available in the Arise Program office or on their personal devices if available, at any time. In the afternoon, a classroom with laptops were used in the Humanities and Social Sciences Division in Bldg. 66. At each ALEKs session, a student lab assistant familiar with the internet based software was available to assist students (e.g., math problem questions, technical trouble shooting, etc.) during all four days. One of the assistants was a math tutor hired in the Arise Progrm; the other was a facultyrecommended student who had previous experience using ALEKs. Also, the participating faculty assisted the students with accessing ALEKs subscription, helped students select appropriate level for review, and provided intstructional support to students during the practice periods as well as other trouble shooting issues that arose; students in progress test mode were not allowed to solicit help with actual math problems. The majority of the students' recorded time of usage occurred within the actual lab sessions. That is, little to no time was invested to use ALEKs on their own time. Summary Results 85% of the participants were male. 37% of students who participated were 18 years old at the start of the boot camp. Only 13 students had previously taken a Mt. SAC math class before the boot camp. 72% of the students who had valid pre and post college math placement scores placed into a higher math class. 10 of those surveyed would recommend the boot camp to friends. 10 of those surveyed agreed that it impoved their confidence in their math skills. This report is only possible because of the insight and assistance provided by IT, Audrey Yamagat Nogi, Aida Cuenza Uvas, Art Nitta, Bao Chi Ngyuen, Cameron Troxell, and the Arise grant staff. When you are referring to the data from this report, please remember to acknowledge that it was done through the Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on 10/21/15.

2 About the Students Gender Male 57 85% Female 8 12% Unknown % 12% Male Female Unknown 85% of the students who participated in the ALEKS Boot Camp were male. Age % % % % % 3 25% 2 1 5% 37% 16% 1 1 9% 7% Most of the participants were under age 25 when the when the Boot Camp began. 66% were less than 21 years of age.

3 Race/Ethnicity When identifying their race or ethnicity, students are permitted to select more than one race/ethnicity. This chart shows the count and percentages of boot camp students who selected only one race, if they selected more than one they are represented in the "Multiple Races" category. 26 of these students, or 39% selected at least one of the race/ethnicity categories listed in the AANAPISI grant. The majority of the students identified with a Pacific Islander group. Race/Ethnicity Single Choice Black or African American Central American Multiple Races 8 12% % 1 1% 1 1% 21 31% % 39% Central American 1% 1% Multiple Races 31% Race/Ethnicity Multiple Choices Hispanic, Latino Mexican, Mexican American, Chicano South American Hispanic, Other Asian Chinese Filipino American Indian/Alaskan Native Pacific Islander Hawaiian 11 52% % % 6 29% Hispanic, Latino Mexican, Mexican South American Hispanic, Other Asian Chinese Filipino American Indian/Alaskan Pacific Islander Hawaiian This chart shows all the races selected by the 21 students who had multiple races selected % 19% 29% 4 52%

4 Previous Mt. SAC Math Experience Previous math class 13 19% Successful in most recent math class 2 Previous placement score (prior to 6/1/2015) 31 46% Post placement score 52 78% Valid Pre and Post Placement Score 31 46% Enrolled in Fall 2015 math class 33 49% Fall 2015 first math class 24 36% Students Only 13 or 19% of the students had previously taken a math class at Mt. SAC. Among those students, only two students were successful in the last math class they had taken. 46% of the students had attempted a math placement test before the Math prep Boot camp (before 6/1/2015). After the project had begun 16 or 42% of the students took a placement test. Of these, only seven students had valid pre and post math placement scores. The academic term following the boot camp (Fall 2014), 33 students enrolled in a math class. For 24 of these students, this was their first math class they have taken at Mt. SAC. This means that after the boot camp, 36% of those who participated enrolled in their first Mt. SAC math class. Mt. SAC Placement Level Data LERN 48 LERN 49 Math 50 Math 50/51 Math 51 Math 61 Math 61/71 Math 71 Math 110+ Wrong Test Pre Placement Score Post Placement Score % % % % 9 29% 5 16% students completed their math placement tests both before and after the bootcamp. 2 of these students placed into LERN 49 before the bootcamp. 29% received no placement because they took a test that was above their math abilities (wrong test). After the project, 26% of these students placed into Math 50. Additionally, 16% of these placed into Math 110 or higher. After the bootcamp only five students took a test that was above their math abilities. 35% 3 25% 2 1 5% 29% 26% % 16% 16% % LERN 48 LERN 49 Math 50 Math 50/51 Math 51 Math 61 Math 61/71 Math 71 Math 110+ Wrong Test Pre Placement Score Post Placement Score

5 Pre versus Post Placement Score Higher Same Lower 13 72% 4 22% 1 6% Among the 18 students who had both valid pre and post placement scores (excludes "did not qualify"), 72% placed into a higher math class after the boot camp, while an additional 22% placed into the same math class. One student placed into a lower math class Pre Placement Level Versus Post Placement Level 72% 22% 6% Higher Same Lower Previous Math Class Outcomes Unduplicated Successful Course Student Attempts LERN Math % 9 Math % 7 Math Math Prior to the project, 13 or 19% of the students had completed a math class at Mt. SAC. LERN 49 was taken by eight students 11 times. Seven students previously completed Math 50 with four successful completions. Math 51 was taken by six students of which only one passed. Only two students previously took Math 71 and they did so three times without success Previous Mt. SAC Math Success Rates % 17% LERN 49 Math 50 Math 51 Math 71 Math 96