Mathematics Task Force
Institutional Effectiveness Program

I. Statement of Unit Purpose:

The general purpose of all mathematics courses is to help students to think critically and precisely, and to apply mathematical principles to their lives.

The purposes of the Developmental Mathematics departments and courses are:

• to prepare students to be successful in college credit mathematics courses
• to provide support services for students in mathematics and mathematics related courses
• to provide the general mathematics foundation needed for success in college courses

The purposes of the Mathematics departments and courses are:

• to provide students in mathematically intense fields with the mathematical knowledge and skills necessary for transfer and success at a baccalaureate degree granting institution
• to provide mathematics service courses that support both two-year degree programs and programs that transfer to baccalaureate degree granting institutions
• to provide students with general education mathematics courses

II. Assessment of Outcomes

Intended Outcomes	Assessment Procedures and Criteria
1. Developmental mathematics courses prepare students for success on the mathematics portion of the TASP test.	1. Follow up studies will indicate that of the students who have completed Elementary Algebra (PAR 1173) at ACC with an A, B, or C and take the TASP test, 50% will pass the mathematics portion.
2. Intermediate Algebra prepares students for success in College Algebra.	2. Follow up studies will indicate that of the students who enroll in College Algebra (MTH 1743) for the first time after completing Intermediate Algebra (PAR 1193) at ACC within the previous two semesters and with a grade of A, B, or C, 50% will complete College Algebra with an A, B, or C.
3. College Algebra prepares students for success in Business Calculus I.	3. Follow up studies will indicate that of the students who enroll in Business Calculus I (MTH 1674) for the first time after completing College Algebra (MTH 1743) at ACC within the two previous semesters and with a grade of A, B, or C, 50% will complete Business Calculus I with an A, B, or C.
4. The calculus sequence prepares students for success in Differential Equations.	4. Following up studies will indicate that of the students who enroll in Differential Equations (MTH 2164) for the first time after completing Calculus II (MTH 1864) or Calculus III (MTH 2154) at ACC within the previous two semesters and with a grade of A, B, or C, 50% will complete Differential Equations with an A, B, or C.

III. Summary and Analysis of Data

1. Two hundred forty-one (241) students were in the group targeted for study: students who took the TASP test during the summer or fall of 1996 and who previously completed PAR 1173 (Elementary Algebra) at ACC in the fall of 1995, spring of 1996, or summer of 1996 with a grade of A, B, or C, and who did not complete a subsequent math course prior to taking the TASP test. Of these 241 students, 169 or 70.1% passed the math portion of the TASP test. This result exceeds the criterion of 50% set by the Mathematics Task Force.

2. Two hundred forty-nine (249) students were in the group targeted for study: students who took MTH 1743 (College Algebra) for the first time in the spring of 1996 after completing PAR 1193 (Intermediate Algebra) at ACC in the summer or fall of 1995 with a grade of A, B, or C, and who did not take an intervening math course. Of these 249 students, 160 or 64.3% passed MTH 1743 with a grade of A, B, or C. This result exceeds the criterion of 50% set by the Mathematics Task Force.

3. Forty-one (41) students were in the group targeted for study: students who took MTH 1674 (Business Calculus I) for the first time in the spring of 1996 after completing MTH 1743 (College Algebra) at ACC in the summer or fall of 1995 with a grade of A, B, or C, and who did not take an intervening math course. Of these 41 students, 25 or 61.0% passed MTH 1674 with a grade of A, B, or C. This result exceeds the criterion of 50% set by the Mathematics Task Force.

4. Forty-eight (48) students were in the group targeted for study: students who took MTH 2164 (Differential Equations) for the first time in the spring of 1996 after completing MTH 1864 (Calculus II) or MTH 2154 (Calculus III) at ACC in the summer or fall of 1995 with a grade of A, B, or C. Of these 48 students, 37 or 77.1% completed MTH 2164 with a grade of A, B, or C. This result exceeds the criterion of 50% set by the Mathematics Task Force.

IV. Plans for Improvement

• Examine the success of Elementary Algebra as preparation for Intermediate Algebra.
• Examine the success of students in fall or spring Elementary Algebra on the math portion of the second TASP test of that semester.
• Determine the percentage of students going directly from high school to Trigonometry, from Intermediate Algebra to Trigonometry, from College Algebra to Trigonometry, and from other backgrounds to Trigonometry, and examine the success of students going directly into Trigonometry from each of those backgrounds.
• Determine the percentage of students going directly from high school to Calculus I, from College Algebra to Calculus I, from Trigonometry to Calculus I, from Precalculus to Calculus I, and from other backgrounds to Calculus I, and examine the success of students going directly into Calculus I from each of those backgrounds.

Home Page of the Mathematics Task Force.