Statway

 

  • Carnegie Foundation for the Advancement of Teaching (Participating institutions)
    Statway is designed to teach mathematics skills that are essential for a growing number of occupations and professions, and are those needed for making decisions under conditions of uncertainty, an inescapable condition of modern life. This is the math that will help students understand the world around them and it is the math they can use right now.
  • StatwayTM UT Dana Center
    The content for this full version of Statway was developed under a November 30, 2010, agreement by a team of faculty authors and reviewers contracted and managed by the Charles A. Dana Center at the University of Texas at Austin with funding from the Carnegie Foundation for the Advancement of Teaching. This resource was produced in Microsoft Word 2008 and 2011 for the Mac. The content of these 12 modules was developed and produced (that is, written, reviewed, edited, and laid out) by the Charles A. Dana Center at The University of Texas at Austin and delivered by the Dana Center to the Carnegie Foundation for the Advancement of Teaching on June 30, 2011. 

    Some issues to be aware of:
  • PDF files need to be viewed with Adobe Acrobat for full functionality. If viewed through Preview, which is the default on some computers, the URLs may not be correct.
  • The file names indicate the lesson number and whether the document is the instructor or student version or the out-of-class experience.

    The Dana Center is engaged in a process of revising and improving these materials to create the Dana Center Statistics Pathway. We welcome feedback from the community as part of our course revision process. If you would like to discuss these materials or learn more about the Dana Center’s plans for this course, contact us at mathways@austin.utexas.edu.
  • Community College Pathways: 2011-2012 Descriptive Report
    The United States is unique in the world in providing a redemptive path to postsecondary education through community colleges. Over 14 million students are enrolled in community college, seeking an educational pathway to further their education, prepare for a productive career, and engage in a better life. Community college students are more likely to be low income, the first in their family to attend college, an underrepresented minority, and underprepared for college (Bailey, Jenkins & Leinbach, 2005). Between 60 to 70 percent of incoming community college students typically must take at least one developmental mathematics course before they can enroll in college-credit courses (Achieving the Dream, 2006; Bailey, Jeong, and Cho 2010). However, 80 percent of the students who place into  developmental mathematics do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, 2010). Many students spend long periods of time repeating courses and most simply leave college without a credential. As a consequence, millions of people each year are not able to progress toward their career and life goals. Equally important, these students lack command of the mathematics that matters for living in an increasingly quantitative age and to be critically engaged citizens.
  • Statway Research About Teaching and Learning (Math Ed Blog)
    Statway is one project of the Carnegie Foundation for the Advancement of Teaching seeking to find alternative math pathways to baccalaureate degrees. There are so many interesting pieces going into Statway that the project promises to provide useful information even to educators who are appalled at the idea of allowing a non-STEM major to earn a BA without passing an intermediate algebra class.
  • Improving Developmental Mathematics Education in Community Colleges: A Prospectus and Early Progress Report on the Statway Initiative
    Developmental education has the mission of enabling underprepared students to acquire the capabilities necessary for college success. A growing number of research studies document its failure, however; specifically, approximately two thirds of community college students referred to a remedial mathematics sequence do not complete it. In response to these findings, The Carnegie Foundation for the Advancement of Teaching, with the Charles A. Dana Center as a principal design partner, is launching a comprehensive initiative to create two new pathways, the Statway and the Mathway, to enable developmental mathematics students to complete a credit-bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. The primary curricular goal of the Statway course sequence is to develop the mathematical proficiency of students pursuing non-STEM academic and occupational programs, with a special focus on statistical literacy. This paper describes the research-based Statway design and its intended learning outcomes, the processes and participants involved in its development, and the challenges of implementation.
  • Statway findings by the Chancellor’s General Education Advisory Committee. The California State University
  • Update: Report on Innovations in Developmental Mathematics--Moving Mathematical Graveyards
    Every year tens of thousands of students step foot on community college campuses, many for the first time. These students all have one thing in common: hope. They enter these institutions with lofty goals and a fervent expectation that the educative experience they are about to embark upon will fundamentally improve their lives. Yet, their hopes and dreams often fade and sometimes die within a quarter, a semester, or a year. This is because currently up to 60% of community college students who take the placement exam upon entrance learn they must take at least one developmental education course to build their basic academic skills. High failure rates, increased debt burdens, and a lack of credits on transcripts can accelerate a downward spiral of giving up, checking out, and deciding that "college just isn't for me." Nowhere in the community college curriculum is this failure rate of graver concern than in developmental mathematics courses. Indeed, Carnegie Foundation for the Advancement of Teaching President Anthony S. Bryk has frequently said, "Developmental mathematics courses represent the graveyard of dreams and aspirations." Though he had no direct experience in the community college sector, Bryk quickly realized that the problem of failure rates in developmental math was alarmingly complex and complicated. In September 2009, Carnegie launched its mathematics pathways initiative to aggressively put an end to the crippling failure rates of developmental math students in community colleges across the country. The $13 million initiative, funded by six foundations, is building a unique networked community of 27 community colleges and 3 universities to develop two newly designed mathematical pathways across 8 states. These pathways are called Statway[TM] and Quantway[TM]. This article presents an update to the report on innovations in developmental mathematics.
  • Student Progress Toward Degree Completion (Institute for Higher Education Leadership & Policy)
    There is a growing recognition of the need to increase the number of Americans earning college degrees as evidence mounts that the country’s economic competitiveness is declining. A telling indicator of declining fortunes is that the country is doing less well in educating new generations than are many other nations. While the U.S. is first among the 29 Organisation for Economic Co-operation and Development (OECD) nations in the percent of its population ages 55 to 64 with an associate’s degree or higher, its ranking falls to 10th for the younger population ages 25 to 34.1 Recently, President Obama raised awareness of the serious deficiency in education levels and called for the nation to once again lead the world, by 2020, in the share of the population with college degrees.2 But without intervention, the trend of declining educational attainment will continue as better-educated older workers retire and are replaced by individuals with lower levels of education and skills, placing the economic health and social fabric of the nation at risk (Kirsch, Braun, Yamamoto, & Sum, 2007
  • About Campus: Getting serious about institutional performance in student retention
    The Indiana Project on Academic Success and the College Board Pilot Study on Student Retention evaluated the effectiveness of a variety of approaches to student retention. The authors share empirically grounded insights gleaned from this research.
  • Redesigning Community Colleges for Completion: Lessons from Research on High-performance Organization
    After examining the research from within and outside of higher education on organizational performance, this paper identifies eight practices common among high-performance organizations: leadership, focus on the customer, functional alignment, process improvement, use of measurement, employee involvement and professional development, and external linkages. Evidence suggests that these organizational practices have the greatest impact on performance when implemented in concert with one another. The paper assesses the extent to which community colleges generally are following these practices and evaluates current reform efforts in light of models of organizational effectiveness that emerge from the research literature. In order to bring about improvements in organizational performance, community colleges will need to involve faculty and staff in reform efforts. This paper reviews research on strategies for engaging faculty and staff in organizational innovation and describes particular challenges community colleges face on this front. The concluding section recommends concrete steps community college leaders can take to redesign how they manage programs and services to increase rates of student completion on a scale needed to help meet national goals for college attainment.