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Projects & Impact

Funding Sources

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.

Areas of Focus

Our current areas of focus are:

(1) Preparation for College-Level Mathematics

(2) Accessing Accurate College Knowledge

Our Action Research Process

Featured Projects

The SLAM Project:

The South Los Angeles Math (SLAM) Project launched in 2013 as an intersegmental partnership with LAUSD and Cal State LA to create an innovative solution to the college math readiness dilemma. The initial three-year pilot was funded by a grant from the Michael and Susan Dell Foundation.

Student Outcomes

1,102

Students Served

77%

Earned CSU Math Credit

Our Process

Testimonials

“I grew a lot - probably more than in my last ten years of teaching.”
~ SLAM Math Teacher
It helped me experience what a real college course would be like. The responsibility of showing up on time, having assignments ready, and being “present” in the class, is on me and only me.
~SLAM Student

Projects & Impact

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.
Our current areas of focus are:

(1) Preparation for College-Level Mathematics

(2) Accessing Accurate College Knowledge

Action Research Cycle

Featured Projects

The SLAM Project:

The South Los Angeles Math (SLAM) Project launched in 2013 as an intersegmental partnership with LAUSD and Cal State LA to create an innovative solution to the college math readiness dilemma. The initial three-year pilot was funded by a grant from the Michael and Susan Dell Foundation.

Impact:

0
SLAM Students Served
0%
7% Earned CSU
GE B4 Math Credit

Our Process

1. Identify Solution

68% of First-Time Freshmen at Cal State LA Place in Remedial Math Courses

2. Develop Solution

SLAM researched the use of a dual-enrollment college Statistics course with support as an intervention strategy for at-risk high school seniors. The fall semester used Cal State LA’s MATH1090 course; in the spring semester students transitioned into AP Statistics.

3. Pilot Solution

The 3-year pilot added one new high school each year. In year one, the teacher received 150 hours of job-embedded PD co-teaching with a college professor. An additional 50 hours of collaboration outside of school time was provided with the professor, SLAM teachers, and College Bridge
math expert.

4. Evaluate

Data collected and analyzed included field notes, student and teacher surveys, teacher and professor interviews, and student assessments.

5. Revise

In year one, 75% of students passed the college class with all students reporting positively on their experience. We learned that the college course and AP Statistics were divergent in their approach and the positive affects the students reported from MATH1090 dissolved over time in AP Statistics. We changed the second semester into using the statistics learned from semester one to conduct a group research project.

Year two saw a decrease in pass rates that coincided with a district scheduling malfunction that placed students in the program who had the minimum qualifications but had not applied
nor attended the student and parent orientation sessions. We modeled a formal student selection process on best practices and made the student and parent orientation mandatory.

In year three we learned that the alternative to the job-embedded PD was not working. The alternative allowed a trained teachernew teacher combination in place of the professor-teacher model. The newly trained teachers were not ready to train new teachers so that model was eliminated. The programmatic components were stabilizing with 82% of students passing with similar outcome across sites.