We have indeed measured impacts of the STEM Core itself on student achievement to/through Calculus. On average, about 68% of developmental students who enter the program pass pre-calculus (or calculus) with a C or higher (this is via students' program-end grades).

One of the biggest programs changes I think we've realized through our evaluation is the importance of cohorting and block scheduling students. In schools where this has been difficult to achieve, students are not quite as invested/committed to the program as in schools where the cohorts are well established. Also, newer programs take some time for the STEM Core as a program as excellence to become cemented in the school's culture... each year brings more awareness about the program as students see success and find opportunities in STEM.

Judi, ask away. The video does summarize the program as a whole.... Can I give you additional details about a particular component of our program?

We offer professional development to faculty around math pedagogy and growth mindset with the aim of adapting how math is taught to students (meeting students where they are rather than having them faculty where they are) and demystifying math concepts for students who are not yet math confident. Also, for our Student Support Specialists (SSS), we provide training on much of what an Advisor is trained in: career conversations, growth mindset, socio-emotional issues, cultural acquaintance, etc. We think our SSS positions are THE most crucial part of the program (other than the students themselves :-), and train then on issues that are pertinent to now and can most help the students.

A couple of times a year, we bring in national experts to speak with faculty about math pedagogy. Frankly, the most successful cohorts are the students whose course faculty has bought in to the above willingness to meet students where they are at (instead of the other way around). Additionally, faculty at certain schools are ahead of the game with some pedagogical issues surrounding math learning, and we help facilitate their bringing it to faculty at other schools in our network (teachers-training-teachers model) to enrichen our professional development component.

Alexander, thank you for your interest in our project and we should discuss how we might be able to leverage our resources. Can you contact me at gbarnak@saddleback.edu?

Thanks Jeff. It is amazing.