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ALGEBRA ACADEMY A HANDS-ON STEM SOLUTION FOR ALGEBRA READINESS AND ALGEBRA I

‘Experiencing math . . . is the difference’ At-risk South Carolina high school enjoys academic turnaround as high numbers of Pitsco Education Algebra students pass state end-of-course exam Leaders at Carolina High School & Academy (CHS&A)

Pitsco Education Algebra was implemented in 2008 as an attempt to reach struggling students and improve state end-of-course algebra exam results. Delaney said the results in the Pitsco lab and the school overall are unprecedented. “We have tried a number of things over the years to improve test scores, from math blitzes to

believe that incremental change can bring about systemic

double blocking to personnel changes, and none of them have

improvements. Their approach, in combination with new

resulted in jumps in scores like we have had this year.”

curricular solutions such as Pitsco Education Algebra, is paying dividends. CHS&A in Greenville, South Carolina, deemed an at-risk

Teaching toward the concepts Pitsco Algebra students don’t just learn from lecture,

school for five straight years (2005-2009), experienced a

a few examples at the marker board, and homework

significant breakthrough in Algebra I end-of-course (EOC)

practice. Instead, they learn algebraic concepts in the

exam scores in 2009-2010, the same year Pitsco’s program

context of real-world applications such as forensic science,

was fully implemented in several sections of Algebra I. In 2008, only 58 percent of students passed the state EOC exam. In 2010, 94 percent of students who experienced the hands-on, cooperative learning of Pitsco Algebra passed the exam. In 2011, the success continued as 81 percent of Pitsco Algebra students passed the state exam.

“. . . students involved in this class did not just learn math. They had the opportunity to experience math . . .” Principal Michael Delaney, a former math teacher, said the unique design of Pitsco Algebra empowers students to succeed through relevant, real-world content. “It is the way the class is structured to promote teamwork and collaboration, yet with a specific individualized plan for success for each student,” Delaney said. “The students not only become accountable for their own learning, but they also are able to track their learning throughout the semester. This in itself is a powerful tool.”

sports statistics, nuclear energy, and climate change. This phase of context-based learning occurs only after students complete individualized prescriptive lessons that teach and review basic math and algebra concepts on the computer. Teacher Andrew Baker says teaching linear regression rate at a marker board isn’t nearly as interesting – or as understandable – to students as calculating the cooling rate for a pot of coffee at a crime scene (Unsolved Mysteries Module). “I absolutely prefer this way of teaching. Teaching toward the concepts rather than just procedures is 10 times better,” Baker said. “The students can understand it. When you’re teaching to concepts rather than procedures that are abstract to the students, it would be hard to think the traditional way (of teaching algebra) would be better.” Baker says his main concern is that students learn key core algebraic concepts that they can build upon in later math courses and utilize when they’re outside of the classroom. All

He added, “The students involved in this class did not

categories of students have enjoyed success in the lab. “I’ve

just learn math. They had the opportunity to experience

had college-prep and lower-level students in here. As far as

math, and that is the difference.”

motivation, they all want to succeed,” Baker said.

Algebra I State End-of-Course Exam Carolina High School and Academy, Greenville, S.C. (Percentage of students with passing score)

100 90

These data show the historical passing

94%

rates for students taking the state-mandated

80

81%

70 60 50 40

75%

71% 64%

63.4%

57.7%

Algebra I end-of-course (EOC) exam in Greenville. A 70% score is necessary to be considered “passing” on the Algebra I EOC exam in South Carolina. This graph depicts

62%

the percentage of students who scored 70% or higher on the exam.

46.9% 48.3%

All CHS&A Students

30

Pitsco Education Students

20

Non-Pitsco Education Students

10 0

2004 2005 2006 2007 2008 2009

2010

2011

Pitsco Education Algebra Program Carolina High School and Academy, Greenville, S.C. (2010 and 2011 State End-of-Course Exam Results)

100 100 95 95 90 90 85 85 80 80 75 75 70 70 65 65 60 60 55 55

These data show all the individual scores of every Pitsco student who Students who passed EOC

took the Algebra EOC exam. From 2010 to 2011, the number of Pitsco education students increased from 47 in 2010 to 81 in 2011. The average individual test score for all of the students between 2010 and 2011 were very similar. The statistical mean for 2010 is 80% and for 2011 is 76%.

80%

2010 Pitsco Algebra EOC

76%

2011 Pitsco Algebra EOC

Students who failed EOC

Pitsco Education • P.O. Box 1708, Pittsburg, KS 66762 • 800-828-5787 • FAX 620-231-2466 • www.pitsco.com © 2009-2011 Pitsco Education. All rights reserved.

AL•0709•1011•07

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