Accelerated Learning Programs of Study (ALPS) Developmental Mathematics

San Jacinto College began to implement accelerated models of instruction in mathematics in 2010.  The founding principles of this initiative included increasing student success and providing opportunities to accelerating the math sequences without dimishing content or rigor.  After several pilots, three main methodologies emerged.  All models accelerate students, provide comprehensive and targeted instruction, and allow an opportunity for students to complete what would traditionally be a 16-week course or courses in an abbreviated time frame.  The three acceleration models include a fast track model, a non-course based option (NCBO), and a co-requisite model briefly described here:

  • Fast Track mathematics courses are 8-weeks long and allow students to take two levels within one semester, often with the same faculty member.  These classes are delivered in a more traditional format; however, because of the continuity of instruction the need for repeating material is illuminated and the time for introduction of concept to usage of concepts has been reduced.
  • The NCBO model provides an initial four-week session, using TSI Assessment diagnostics, which target the individual competencies the assessment identified as lacking.  The four-week session is then followed by a 12-week mathematics course at the appropriate level.  The level is determined after the NCBO is completed.  This provides the students with the opportunity to jump ahead in the sequence and take the course that they need.  This shortens their pathway, while providing the necessary skill development. 
  • In fall 2012, the college began to scale a co-requisite model for math (AIM) that allows students to take two levels of developmental math plus college algebra in the same semester.  The just-in-time model cereates foundational references prior to teaching the college algebra topic.  Two faculty (an academic and college preparatory math) are in the classroom at all times.  Students meet seven hours per week with one hour dedicated to lab time with mandatory attendance during lab hour, frequent testing with meaningful feedback and the student's signature on the commitment agreement are important elements of this model.  This model has demonstrated success (74% A-C) such that the College has also developed similar models for statistics (ASAP) and quantitative reasoning (AcQuiRe) using the same instructional format.
ID 16703

To contact this college about this intervention, take note of the ID above, ID #16703, and then fill out the intervention contact request form

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