Dear Colleague,
Because of the autonomy of the higher education system in Michigan,
information on special programs for underprepared college students is
fragmented, at best. Because graduation requirements in Mathematics vary
throughout the state, there is an uneven mathematics preparation for entering
freshman in all Michigan colleges and universities.
There are some surveys of developmental mathematics' programs, which include
Michigan colleges and universities. The Michigan State Department of
Education (1997) completed a survey of all community colleges regarding
developmental education services. The National Center for Education
Statistics (1995) compiled a survey of "Remedial Education at Higher Education
Institutions" based on a sampling model. The National Center for
Developmental Education has compiled a variety of surveys of developmental
mathematics. None of these resources give a clear picture of the extent of
underprepared mathematics students in Michigan colleges and universities.
None clearly address issues of staffing patterns, retention, and student
success.
Presentations and research conducted by members of the Michigan Mathematics
Association of America during the 1997-1998 academic year have encouraged us.
There is interest and commitment to obtaining comprehensive data on
developmental mathematics in the state.
After studying the data and reviewing the documents identified above, we have
compiled the following short yet extremely important survey. These are
statistical questions that will give us the information necessary to work as a
state to improve the quality of math education. As you read the survey, you
will see that it may entail asking your institutional records department to
assist you. We are hoping that you will cooperate because the data will be
compiled and published for you. In addition, we will be able to do some
comparison between developmental math education in Michigan and developmental
math education in the rest of the nation.
The information that you send us will be entirely confidential. Reporting of
the survey results will not identify any institution. We will use random
order for reporting results by two-year and four-year institutions. You will
be able to see how your institution lines up with other Michigan colleges and
universities. You will be able to use this information to advocate for
institutional changes and/or rest assured that your programs in headed in the
right direction. Staffing patterns, enrollment trends, retention, and success
data in Michigan can enlighten all of us as to the impact of developmental
mathematics in Michigan.
We hope that you will be just as excited about this survey as we are. We hope
that you will be able to compile this information within the next two weeks so
that before the holidays begin, the data will be in. We will be crunching
numbers as you prepare for 1999. We greatly appreciate your support in this
endeavor. We know that we are all over extended in the provision of services
to underprepared students. We can only lighten our load by getting a clearer
picture of the condition we are in and work together as a state to address the
underlining concerns and problems. Please support your colleagues around the
state --- collectively we can make a difference.
survey:
Developmental Mathematics Education in Michigan
1. How many first-term freshmen entered you institution in fall 1997?
______________
2. Based on you math placement process, how many first-term freshmen who
entered in fall, 1997 were advised to enroll in the following courses? Was
enrollment in these courses mandatory or optional?
Arithmetic/ Pre-algebra Beginning Algebra
Intermediate Algebra
Number of students placed:
Was enrollment mandatory?
2a. In cases where enrollment was mandatory, were students required to enroll
in the course their freshman year?
3. Describe the final grades of the first-term freshmen that enrolled in the
following courses during fall term 1997?
Arithmetic/ Pre-algebra Beginning Algebra
Intermediate Algebra
For courses graded "pass/Fail":
Number of grades "Pass"
Number of grades "Fail"
For courses letter graded:
Number of grades "C" or above
Number of grades below "C"
Number of Withdrawals
Other - Please Specify
We did not offer the course
4. Describe the faculty involved in instruction of the following courses
during the 1997-1998 academic year.
Arithmetic/ Pre-algebra Beginning
Algebra Intermediate Algebra
Number of sections taught by full-time faculty
holding a masters or doctorate degree.
Number of sections taught by part-time faculty
holding a masters or doctorate degree.
Number of sections taught by full-time faculty
holding less than a master degree.
Number of sections taught by part-time faculty
holding less than a master degree
We did not offer the course.
5. During the academic year, how many faculty who taught
Arithmetic/Pre-algebra, or Intermediate Algebra had the following years of
full-time equivalent teaching experience in mathematics?
0-3years 4-6 7-9
10-15 16+
Full-time faculty with masters or above degree
Part-time faculty with master or above degree
Full-time faculty with less than masters degree
Part-time faculty with less than masters degree
6. At present, are any full-time tenure track positions at your institution
held by faculty whose primary teaching responsibility is in developmental
mathematics (i.e. Arithmetic/Pre-Algebra, Beginning Algebra, Intermediate
Algebra)? (If there is no tenure system at you're in your institution, so
indicate.)
7. Of the first-term freshmen who entered in fall 1997 and enrolled in
Arithmetic/Pre-Algebra, Beginning Algebra, or Intermediate Algebra during the
1997-1998 academic year, how many continued at your institution to the start
of their second year?
8. Of the first-term freshmen who entered in fall 1997 and received grades
below "C" or withdrew from Arithmetic/Pre-Algebra, Beginning Algebra, or
Intermediate algebra during the 1997-1998 academic year, how many continued at
your institution to the start of their second year?
9. Of all first-term freshmen entering in fall term 1997, how many continued
at your institution to the start of their second year?
10. Of the first-term freshmen who entered in fall1997 and continued to fall
1998, how many students had earned grades below "C" or withdrew from
Arithmetic/Pre-Algebra, Beginning Algebra, or Intermediate Algebra during the
1`997 academic year?
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