Transcript Board of Trustees Presentation Closing the Achievement Gap in Mathematics at FHDA Presentation to the FHDA Board of Trustees November 6, 2006

Board of Trustees Presentation
Closing the Achievement Gap in
Mathematics at FHDA
Presentation to the FHDA Board of Trustees
November 6, 2006
Participants
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Nicole Gray
Andrew LaManque
Anne Leskinen
Diane Mathios
Judy Miner
Peter Murray
Rose Myers
Greg Stoup
Closing the Gap in Math, 11-06-06
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Definition of the Gap
Success rates by ethnicity in mathematics vary
by more than 20 percentage points.
Latino, Filipino, and African American students
are underrepresented in collegiate mathematics.
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Why it Matters
1,116 doctorates were awarded by U.S.
mathematics departments in 2004-5, 434 of them
went to US Citizens: 1 was American Indian, 21
were Asian, 14 were black, 12 were Hispanic,
and 3 were Native Hawaiian or Pacific Islanders.
Chronicle of Higher Education, Volume 53, Issue 6, Page B12.
More than 11% of all U.S. citizens awarded
doctorates in 1995–99 had attended 2-year
colleges, for Latinos the rate was 16%.
http://www.nsf.gov/statistics/nsf06319/figures/fig04-04.htm
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Silicon Valley Profile: The Economic
Opportunities attributed to increasing levels of
Mathematics Education
Average Silicon Valley Unemployment
Rate over last decade
0.2%
0.8%
2.2%
3.7%
4.5%
5.0%
8.5%
Median Silicon Valley
Earnings in 2005*
Math Ph.D.
$140,500
MA Degree in
Math
$111,100
BA Degree in
Math
AA Degree in
Math
Some college,
no degree
High-school
diploma
Less than a
high-school
diploma
$91,800
$66,900
$46,100
$35,900
$29,700
* Earnings figures are estimated from occupational surveys and include wages,
benefits & bonuses.
Note: Silicon Valley is defined as a combination of San Mateo and Santa Clara Counties.
Data Sources: Current Population Survey (2006), Bureau of Labor Statistics, U.S. Census Bureau.; National Science Foundation Survey. High Tech Occupation
Survey, SEI Consulting Inc.
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Analysis by: Foothill College, Institutional Research.
Enrollment by Ethnicity
Percent of Enrollment
Course Enrollment, Fall 2005, FHDA
Pre-Collegiate and Collegiate Courses by Ethnicity
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
49%
24%
18%
7%
7%
3%
African
American
Asian
31%
23%
14% 12%
9%
4%
Filipino
Pre-Collegiate
Hispanic
White
Other
Collegiate
Note: Pre-Collegiate enrollment = 2,819 and Collegiate enrollment = 3,975.
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Success by Ethnicity
Percent A, B, C P Grade
Course Success Rates, Fall 2005, FHDA
Pre-Collegiate and Collegiate Courses by Ethnicity
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
71%
66%
50%
46%
African
American
Asian
60%
52%
53% 48%
Filipino
Hispanic
Pre-Collegiate
64% 64%
60%59%
White
Other
Collegiate
Note: Pre-Collegiate enrollment = 2,819 and Collegiate enrollment = 3,975.
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Overview of Causes
Preparation
41% of Silicon Valley 10th and 11th grade Asian students were enrolled in intermediate
algebra, compared with 23% for Latinos. Silicon Valley Joint Ventures, 2006.
Socio-economic
Differences in family characteristics (parental education, parental English language ability,
and family income) explain most of the lower educational attainment of Mexican Americans.
“Educational Progress Across Immigrant Generations in California”, Public Policy Institute of
California, Deborah Reed, 2005.
Math anxiety
Of 505 De Anza pre-collegiate math students surveyed, 387 or 77% scored below the 50th
percentile on a national Math Confidence index. CSI, Noel Levitz, Fall 2006.
Lack of applied mathematics experience
Stereotypes
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Challenges
Large gaps over many years
Scalability of best practices
Student self-esteem
Life complexities
National concern
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Colleges’ Responses
Student options
Instruction/Student Services partnerships
Learning communities
Increased time on task
Curriculum redesign
Pedagogy training
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Considerations
K-12 and FHDA faculty partnerships:
Early assessment
High school articulation
Intergenerational strategies
Bilingual support
Themed sections
Applied experiences
Mentoring
Technology supported strategies
Regional conferences
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Questions
…and answers!
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Research at FHDA
De Anza EnableMath/Noel Levitz Pilot Results
http://www.research.fhda.edu/researchreports/file_library/De%20Anza%20Developmental%20Math%20Pilot%20v3.pdf
De Anza MPS Program Results
http://www.research.fhda.edu/researchreports/file_library/Results%20from%20De%20Anza%20MPS%20Program.ppt
Lessons Learned from FHDA Basic Skills Research
http://fhdafiles.fhda.edu/downloads/aboutfhda/IRPBasicSkills.ppt
Foothill Basic Skills – Selected Findings
http://www.research.fhda.edu/researchreports/file_library/Opening%20Day%202004%20v5%20-%20final.ppt
Math Completed by De Anza Graduates
http://www.research.fhda.edu/researchreports/file_library/math%20degree%20requirment.pdf
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Acknowledgements
 Lydia Hearn
 Rob Johnstone
 Paul Starer
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