Partners for Success - Math Alignment & College Readiness

Harper College and its three high school districts formed the Northwest Education Council for Student Success (NECSS) and set out to increase the percentage of first-time freshman from sender school districts who begin in credit bearing courses. With that target set, a strategy aptly named Partners for Success was identified in 2009-10 and developed to address five goals:

  • Identify students at-risk of not being college-ready in math before the senior year;
  • Increase math enrollment in the senior year;
  • Align high school Algebra II and Harper College Intermediate Algebra curriculum;
  • Identify multiple methods to qualify for college credit mathematics; and
  • Offer dual credit general education as a senior year math option.

Junior level students taking Algebra II were identified as the at-risk group being likely to need to take developmental math in college.  Harper College began placement testing in the junior year to determine readiness and to encourage math in the senior year.  As a result of faculty partnering to align curriculum, additional dual credit options were created and a high school trig/stat class was replaced with the Harper College Intermediate Algebra course (Math 080- the highest level developmental math course) to best prepare students for college-readiness in math.

Since 2010, the work of formalized agreements with high school educational partners (NECSS) has aligned curriculum as well as clarified messaging about college expectations.  Student college-readiness in math has increased since 2010 with nearly 27% more students placing into credit bearing courses (45.8% in 2010 to 72.9% in 2014). College-level math enrollment has improved across all student demographic areas being tracked. African American students increased success rates 42.3% from 2010 graduates (15.9%) to 2014 graduates (58.2%). Hispanic students also increased college-level math enrollment, showing an increase of 26.1% from 2010 graduates (35.9%) to 2014 graduates (62.0%). Pell students showed gains of 28.7% from 2010 graduates (38.7%) to 2014 graduates (67.4%). Female students increased college-level math enrollment 29.4% from 2010 graduates (39.9%) to 2014 graduates (69.3%). Male college-level math enrollment increased 25.6% from 2010 graduates (50.4%) to 2014 graduates (76.0%).

All demographic groups have shown improvement on this measure over time, but some groups lag behind overall college-level math enrollment. While African American students experienced the greatest increase (42.3%), they still have the lowest rate and therefore the largest gap.  African American students on average enroll in college-level math at rates 14.7% lower than the overall Harper total. 

ID 15778

To contact this college about this intervention, take note of the ID above, ID #15778, and then fill out the intervention contact request form

Please note that for security purposes, contact information can only be provided to known contacts at active Achieving the Dream institutions.

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