Support for the Extension of the Statway Curriculum Pilot Program as an Alternative for Establishing Proficiency in Quantitative Reasoning

AS-3147-13/AA/APEP (Rev)

RESOLVED: That the Academic Senate of the California State University (ASCSU) endorse the recommendations of the Chancellor’s General Education Advisory Committee (GEAC) regarding a two-year extension for the two-semester (or quarter equivalent) Statway curriculum as an alternative for achieving proficiency in quantitative reasoning (c.f. see ASCSU resolution AS-3001-10/AA/APEP (Rev); and be it further

RESOLVED: That the ASCSU continue to support the Statway pilot as a means of enabling students who successfully complete the Statway curriculum to earn three semester units (or the equivalent in quarter units) of baccalaureate credit, which potentially could be applied to the General Education (GE) Breadth in Quantitative Reasoning (“GE Area B4”) at the local institution (and thus be eligible to be considered for transfer to CSU institutions within area B4); and be it further

RESOLVED: That the ASCSU continue to support the limited exemption from the usual requirement that any GE Area B4 course carry a prerequisite of Intermediate Algebra for this pilot project; and be it further

RESOLVED: That the ASCSU encourage the pilot institutions to continue to collect evaluative data and for GEAC, in collaboration with the Math Council, to monitor those data to assure that the Statway curriculum results in demonstrated student success in subsequent coursework and/or comparable pass rates in the sequence; and be it further

RESOLVED: That the ASCSU distribute this resolution to the CSU Board of Trustees, Campus Presidents and Provosts/Vice Presidents of Academic Affairs, California Community College Presidents and Provosts/Vice Presidents of Academic Affairs, the General Education Advisory Committee and the CSU General Education Interest Group listservs, CSU Campus Senate Chairs, CSU Math Council, and the California Intersegmental Articulation Council.

RATIONALE: The original STATWAY pilot was authorized by AS-3001/AA/APEP: “Support for a Three-Year Pilot Program of the Statway Curriculum as an Alternative for Establishing Proficiency in Quantitative Reasoning”, March 17-18, 2011. Statway offers a two or three-semester, statistics-based alternative to the existing up-to-four-semester developmental pathway to successful completion of Area B4 of the GE Breadth requirements. The Carnegie Foundation developed learning outcomes for Statway in consultation with developmental mathematics and statistics representatives from both two- and four-year institution, as well as from the American Statistical Association, the Mathematical Association of America, the American Mathematical Society, American Mathematical Association of Two Year Colleges, and the National Council of Teachers of Mathematics. Each of these entities will continue to provide ongoing advice and oversight during the pilot period.

The approval of this pilot project is not intended to broadly inform academic policy beyond this pilot with respect to the role of algebra as an entry or graduation expectation for the California State University System. The ASCSU encourages that ongoing and future conversations regarding the role of intermediate algebra for the CSU involve the campuses, statewide senate, Math Council, and other constituencies directly and indirectly involved in defining the need and definition of quantitative competency appropriate for an educated

For students enrolled in California Community Colleges and California State Universities, the current developmental math pathway can be a roadblock to degree completion. Nationally, 60% of students are placed in developmental math, including up to 90% of low income and minority students; moreover, only about 30% of students placed in the developmental pathway complete the sequence. Many of those who fail to complete the math pathway do so by attrition not actual course-based failures; two-thirds of those who do not complete the developmental math sequence nevertheless pass all courses in which they were enrolled. Should students in developmental math later decide to pursue a Science Technology, Engineering & Mathematics (STEM) career, bridge courses building on Statway could accommodate their ambition to do so. This option may also fulfill the requirements for the multiple subjects teaching credential.

The original six participating California Community College Districts were:

    1. Foothill-De Anza Community College District
    2. Los Angeles Community College District
    3. Mount San Antonio Community College District
    4. Los Rios Community College District
    5. San Diego Community College District
    6. San Francisco Community College District

The participating CSUs are:

    1. Cal Poly Pomona
    2. Northridge
    3. Sacramento
    4. San Diego
    5. San Francisco
    6. San Jose

Approved Unanimously – September 20, 2013



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