All of the following studies use Spring 2003 grades of students coming out of the Fall 2002 prerequisite course.

1. Intended Outcome: Computer-Mediated Basic Math Skills Prepares for Success in Elementary Algebra

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Elementary Algebra (MATD 0370) for the first time after completing computer-mediated Basic Math Skills (MATD 0330) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Elementary Algebra with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATD 0370 for the first time in Spring 2003 after completing computer-mediated MATD 0330 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course, will be studied. The percentage completing MATD 0370 with a grade of C or better will be calculated.

Results: There were 62 students in the group targeted for study. Of these, 33, or 53.3%, completed Elementary Algebra with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

2. Intended Outcome: Noncomputer-Mediated Basic Math Skills Prepares for Success in Elementary Algebra

Assessment Criteria: Follow-up studies will indicate that of the students who enroll inElementary Algebra (MATD 0370) for the first time after completing non-computer-mediated Basic Math Skills (MATD 0330) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Elementary Algebra with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATD 0370 for the first time in Spring 2003 after completing non-computer-mediated MATD 0330 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course, will be studied. The percentage completing MATD 0370 with a grade of C or better will be calculated.

Results: There were 680 students in the group targeted for study. Of these, 353, or 51.9%, completed Elementary Algebra with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

3. Intended Outcome: Computer-Mediated Elementary Algebra Prepares for Success in Intermediate Algebra

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Intermediate Algebra (MATD 0390) for the first time after completing computer-mediated Elementary Algebra (MATD 0370) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Intermediate Algebra with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATD 0390 for the first time in Spring 2003 after completing computer-mediated MATD 0370 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course, will be studied. The percentage completing MATD 0390 with a grade of C or better will be calculated.

Results: There were 33 students in the group targeted for study. Of these, 21, or 63.6%, completed Intermediate Algebra with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

4. Intended Outcome: Noncomputer-Mediated Elementary Algebra Prepares for Success in Intermediate Algebra

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Intermediate Algebra (MATD 0390) for the first time after completing non-computer-mediated Elementary Algebra (MATD 0370) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Intermediate Algebra with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATD 0390 for the first time in Spring 2003 after completing non-computer-mediated MATD 0370 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course, will be studied. The percentage completing MATD 0390 with a grade of C or better will be calculated.

Results: There were 602 students in the group targeted for study. Of these, 273, or 45.3%, completed Intermediate Algebra with a C or better. This result does not meet the criterion set by the Mathematics Task Force.

Improvement Actions:

1. Communicate this assessment outcome to all faculty members who teach Elementary Algebra and seek their input.

2. Plan and conduct several professional development workshops for Elementary Algebra faculty members during the year. These workshops will serve to provide an open forum for faculty members to share ideas and concerns relating to teaching Elementary Algebra, and to facilitate sharing of instructional aids such as handouts or worksheets used by individual instructors.

3. Consider possible curriculum changes while selecting a new textbook. Adopting a new book results in rewriting several sections of the math manual, and is thus a good time to consider more substantial changes as well. The textbook committee is already making use of the assessment outcome to identify possible weaknesses in the two courses and ideas for changing them.

4. Emphasize to instructors the importance of making the Elementary and Intermediate Algebra classroom an open environment, where students feel free asking questions, and of communicating to students the enormous commitment that is necessary in order to succeed in a mathematics course.

5. Develop clearer guidelines for testing over the entire syllabus in Elementary Algebra and clearly communicate these to all faculty. The goal of these guidelines is to make it clear what the committee believes to be the appropriate content and level of tests in Elementary Algebra.

6. Ask faculty to avoid using testing/grading techniques that will enable students to raise their grade substantially above the grade they are able to make on reasonable tests of the material. Such practices lead students to overestimate their readiness for the next course and contribute to failure in subsequent courses.

Some practices that cause concern may be acceptable used in moderation (such as for only one test out of five) but unacceptable if they exceed that. Other practices should be avoided completely. The following list of practices that cause some concern is not intended to be comprehensive or definitive. It is intended to encourage teachers to look at all parts of their grading scheme and consider whether each part is encouraging the students to learn to do well at working individually on comprehensive, reasonable tests on the material.

Practices that cause some concern:

Allowing retesting, especially multiple times, on multiple tests, or even once when the retests are identical to the original test except for numbers.

Giving "practice tests" that are identical except for numbers to the actual tests.

Allowing students to regain lost points on tests by making corrections.

Giving too much weight to homework or projects in the course grade.

Giving so much extra credit on tests that students can earn A's or B's without correctly working test problems on all the essential material in the course.

Allowing students to drop test grades or replace test grades by the Final Exam.

Impact: Pending

List Attachments (if any): Tabulated data provided by OIE.

5. Intended Outcome: Computer-Mediated Intermediate Algebra Prepares for Success in Math for Business and Economics

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Math for Business and Economics (MATH 1324) for the first time after completing computer-mediated Intermediate Algebra (MATD 0390) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Math for Business and Economics with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATH 1324 for the first time in Spring 2003 after completing computer-mediated MATD 0390 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course, will be studied. The percentage completing MATH 1324 with a grade of C or better will be calculated.

Results: There were 2 students in the group targeted for study. Of these, 1, or 50.0%, completed Math for Business and Economics with a C or better. This result meets the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

6. Intended Outcome: Noncomputer-Mediated Intermediate Algebra Prepares for Success in Math for Business and Economics

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Math for Business and Economics (MATH 1324) for the first time after completing non-computer-mediated Intermediate Algebra (MATD 0390) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Math for Business and Economics with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATH 1324 for the first time in Spring 2003 after completing non-computer-mediated MATD 0390 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course will be studied. The percentage completing MATH 1324 with a grade of C or better will be calculated.

Results: There were 37 students in the group targeted for study. Of these, 21, or 56.8%, completed Math for Business and Economics with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

7. Intended Outcome: Mathematics for Business and Economics Prepares for Success in Business Calculus I

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Business Calculus I (MATH 1425) for the first time after Math for Business and Economics (MATH 1324) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Business Calculus I with an A, B, or C

Methodology: Using ACC's computerized historical student data, students who took MATH 1425 for the first time in Spring 2003 after completing MATH 1324 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course will be studied. The percentage completing MATH 1425 with a grade of C or better will be calculated.

Results: There were 31 students in the group targeted for study. Of these, 17, or 54.8%, completed Business Calculus I with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

8. Intended Outcome: Calculus I Prepares for Success in Calculus II

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Calculus II (MATH 2414) for the first time after completing Calculus I (MATH 2413) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Calculus II with an A, B, or C

Methodology: Using ACC's computerized historical student data, students who took MATH 2414 for the first time in Spring 2003 after completing MATH 2413 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course will be studied. The percentage completing MATH 2414 with a grade of C or better will be calculated.

Results: There were 140 students in the group targeted for study. Of these, 73, or 52.1%, completed Calculus II with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.

9. Intended Outcome: Calculus II Prepares for Success in Calculus III

Assessment Criteria: Follow-up studies will indicate that of the students who enroll in Calculus III (MATH 2415) for the first time after completing Calculus II (MATH 2414) at ACC within the previous semester and with a grade of A, B, or C, 50% will complete Calculus III with an A, B, or C.

Methodology: Using ACC's computerized historical student data, students who took MATH 2415 for the first time in Spring 2003 after completing MATH 2414 at ACC in Fall 2002 with a grade of C or better, and who did not take an intervening math course will be studied. The percentage completing MATH 2415 with a grade of C or better will be calculated.

Results: There were 68 students in the group targeted for study. Of these, 57, or 83.8%, completed Calculus III with a C or better. This result exceeds the criterion set by the Mathematics Task Force.

Improvement Actions: No action required.

Impact: NA

List Attachments (if any): Tabulated data provided by OIE.