Pierce’s Pre-College Math strategies focused on improving basic math skills and persistence, placing more new students into college level math, shortening the pathway through developmental math for those that need it, helping students progress through courses more quickly, improving consistency in instruction and course success rates, and providing STEM and Non-STEM math pathways.

THE PROBLEM:The majority of Pierce’s new degree seeking students placed into developmental math and never progressed to college level math.

Pre-College Math

Skill-building InterventionsCOMPUTER-BASED MATH LABS These labs provide for self-paced instruction. The program assesses students’ math knowledge and delivers targeted instruction on the topics they are ready to learn. Students have completed up to three developmental math courses in only one quarter.

AUTOMATICITYAutomaticity (�uency with math facts) is the result of repetition and practice. Pierce faculty designed a �ash card program through the Washington Mathematics Assessment and Placement (WAMAP) platform. Automaticity is now an outcome of Pierce’s two lowest level pre-college math courses.

PRODUCTIVE PERSISTENCEProductive Persistence is an evidence-based package of student activities and faculty actions to increase student motivation, tenacity and skills for math success. Through the Center for Engagement and Learning, Pierce o�ers training for faculty.

Pathway InterventionsNON-STEM PATHWAYThe pre-college pathway was shortened for non-STEM students from four to three courses that many pass in just two terms. Math faculty redesigned pre-college math and piloted the new curriculum in just one year.

PLACEMENT POLICYThe college conducted a cut-score analysis and added high school transcripts as an option to replace the COMPASS placement test. Even though more students placed directly into college-level math, success rates did not change.

OUTCOMES RE-ALIGNMENTPre-college math outcomes were re-aligned to include only what was necessary for students to succeed at the college level.

6,1285,594 5,513

6,0466,491

5,634 5,452

4,569 3,828 3,734

2011 2012 2013 2014 2015

Annual Enrollmentsin Math course by level

Pre-CollegeCollege Level

Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015

College Level

1,119 1,1451,217

1,3581,405

Number ofsuccessful completions

in college level math

26 33 26 26 20

15%

21%19%

31%

40%

Asian/Pacific Islander

54 58 44 55 56

7% 7%

14%

20%

29%

African American

32 41 38 46 38

6%

12%

24%26%

29%

Hispanic

254

211

155

161

181

18%

24%21%

36%34%

White

2011 2012 2013 2014 2015

Percentage of students beginning inPre-college math successfully completing College-level math