Top Tweets for #NASEM_DevMath
@mwtaylor Thousands of stakeholders have this data & they’re doing something about it to change our students’ experiences with & their outcomes at our colleges for the better. Just wait for the Proceedings of @theNASEM for their recent #NASEM_DevMath workshop. Will knock your socks off.
JFF's Nyema Mitchell explored promising approaches to bolster student outcomes in #mathematics during @theNASEM's #nasem_devmath panel discussion today. https://t.co/U1i8V8Y0KS #studentsuccess #college
Here is the powerful research from @GregoryVLarnell just referenced by @doktor_adi as critical to make certain to bring into the vision being articulated at #NASEM_DevMath:
https://t.co/SYJV1k91X0
Key emphases on equity and rigor across pathways, the joy of mathematics & integrity in its use, & the presumption of direct articulation (s/o to the inimitable @TerrenceWillett here #MaximizeTerrence) with the expectation of #CollegeLevelForAll is a BOLD vision #NASEM_DevMath 2/
"Everyone thinks they are their own special state with their own very specific problems." ~Nyema Mitchell of @jfftweets at #nasem_devmath on the stances that local stakeholders frequently assert that their state's or college's students are, effectively, worse than everywhere else
The inequitable and inaccurate selection of students, and the exclusion from opportunity, as a consequence of a poorly predictive standardized test proxy is something that spans education, from #K12 to #comm_college and 4year #HigherEd #NASEM_DevMath
Critical point made by @uritr at #NASEM_DevMath of dangers of less than faithful #corequisite implementation in which multiple semesters of #DevEd are crushed into a high unit support course, calling out critical need for tracking fidelity & quality of corequisite supports #AB705
For those concerned about and/or planning for the changes CA with #AB705, @TDenley presentation today at #NASEM_DevMath provides powerful reassurance about our path forward @AccelerationCA
Fantastic tour de force by @TDenley of @BORUSG at #NASEM_DevMath covering the evidence of the critical importance of transitioning to #corequisite instead of sequential support for students in mathematics. 1/
“When students come to college and are placed into developmental education they doubt whether they belong and we know because they say so. And not only do they doubt it, but we doubt it… and that has a profound effect on students’ ability to learn.” ~ @TDenley at #NASEM_DevMath
Karon Klipple describes genesis of @carnegiemath and it’s significant success, with a challenge: some 1/2 million students are still in traditional developmental math classes with devastating results. We must change this #NASEM_DevMath @theNASEM
Teaching is not just turning the next page in a textbook—it is providing content to meet student goals’ @AmyGetzUTDC @DCMathPathways #NASEM_DevMath
“Developmental education was built on a premise that was false and we now know that premise was false.” @AmyGetzUTDC at #NASEM_DevMath on evidence that the assessments weren’t measuring student capacity accurately or capturing the work that students had actually done.
“This should be the _last_ event that has developmental mathematics in the title.” -
@AmyGetzUTDC starting her presentation at #NASEM_DevMath
#WeShouldKnowThat
California just formalized its shift towards #collegelevelforall at the @CalCommColleges (discussed today at #NASEM_DevMath) with the BOG approval of #AB705 at today’s Board meeting.
Just In: Historic shift away from flawed standardized placement exams and remedial education approved by Board of Governors. #AB705 Details: https://t.co/VMEIr4ePSO.
Here is the Fields & Parsad paper @mehodara referenced today at #NASEM_DevMath that found that #comm_colleges use higher cutscores for placement into #DevEd than 4-year colleges, holding #comm_college students to a more demanding standard
https://t.co/6ZaWZkEyuD
(fixing typo)
@CalCommColleges @mantissa91737 @ASM_Irwin @SMAC_CCSF The tickets to transfer-level courses designed by @SMAC_CCSF remain one of my absolute favorite methods of outreach, information, and recalibrating beliefs about student capacity in the #comm_colleges of the @CalCommColleges.
https://t.co/WYKniPuyph
#NASEM_DevMath
Powerful moment for me f/ #NASEM_DevMath
“The astonishing message for students that come to a #comm_college or even many four year colleges is that we are deeply concerned that they are college material & thus they view their college experience very differently.' ~Tristan Denley
There’s also similar evidence showing that similarly prepared students are more likely to be assigned to developmental education in mathematics in #comm_colleges than in 4-year #HigherEd in this IES report on remedial course-taking: https://t.co/DCTssDhmWV
#NASEM_DevMath
Happy to share some insights from my research on @DCMathPathways and the role to selection into reformed dev-ed math at @theNASEM #NASEM_DevMath
What is the potential of dev-Ed math in Texas? @DCMathPathways. Listen to web now https://t.co/me7I8jDCZu #NASEM_DevMath @NASEMFordFellow @jjhetts
Toby Park @fsueducation offers sense of consequences from his study of developmental education reform #NASEM_DevMath see workshop online today and tomorrow: https://t.co/me7I8jDCZu
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