New graduation requirement resources:
You can review the actual Title V language by clicking here (you then need to enter Title 5 and section #55063; you have to click on the number 1 at the beginning of the title to get to the actual language of the regulation). The section of primary relevance to English & math graduation requirements reads: "Effective for all students admitted to a community college for the Fall 2009 term or any term thereafter, competence in mathematics shall be demonstrated by obtaining a satisfactory grade in a mathematics course at the level of the course typically known as intermediate algebra (either intermediate algebra or another mathematics course at the same level, with the same rigor and with elementary algebra as a prerequisite, approved locally) or by completing an assessment conducted pursuant to subchapter 6 of this chapter (commencing with section 55500) and achieving a score determined to be comparable to satisfactory completion of the specified mathematics course. Satisfactory completion of a mathematics course at the level of intermediate algebra shall satisfy both this competency requirement and the coursework requirement set forth in subdivision (b)(1)(D)(ii) of this section.
The competency requirements for written expression and mathematics may also be met by obtaining a satisfactory grade in courses in English and mathematics taught in or on behalf of other departments and which, as determined by the local governing board, require entrance skills at a level equivalent to those necessary for English 1A and intermediate algebra respectively. Requirements for demonstrating competency in reading shall be locally determined."
Below are links to mathematics courses that other colleges have developed as alternatives to Intermediate Algebra to satisfy the 2009 graduation requirements.
Geometry from Foothill College (Word 51KB)
Geometry from Lake Tahoe College (Word 85KB)
Math for the Associate Degree from Ohlone College (PDF 29KB)
Three semester algebra sequence from Southwestern College (Word 29KB)
Quantitative Reasoning from Yuba College (PDF 35KB)
Algebraic Reasoning from Solano College
Math for Health Occupations from Solano College
For developing your own “or equivalent course” that is still in the mathematics department, you may wish to choose from the following list of topics. (Word 33KB)
If your college has developed a course to satisfy the new mathematics graduation requirement, and that course is offered outside of the mathematics department, please email the course outline to the Project Director.
Some colleges are considering offering themed sections of intermediate algebra. The college transcript would list the course as "Intermediate Algebra." The word problems and applications would be themed to specific career and technical education programs.
Below are links to English courses that other colleges have developed as alternatives to College Composition to satisfy the 2009 graduation requirements.
Journalism 101F, Reporting & Writing, from Fullerton College (Word 27KB)
College Composition and Reading, from Merritt College (Word 111KB)
Below are links to math anxiety courses that colleges have developed to promote increased student success in mathematics courses.
Math 20, Managing Math Anxiety from Antelope Valley College (Word 34KB)
Math 21, Math Study Strategies from Antelope Valley College (Word 29KB)
Humanities 56, Mind Over Math from De Anza College (Word 36KB)
Math 96, Strategies for Math Success from Mt. San Antonio College (PDF 37KB)
Counseling 61, Math Without Fear from Solano Community College
Counseling 60.1, Overcoming Math Anxiety from Santa Rosa Junior College (Word 103KB)
Math Anxiety Course, Mission College
Math 190, Math Anxiety from Glendale College (Word 27KB)
Early registration:
Students currently enrolled in below transfer-level mathematics and English courses register for their next mathematics and/or English course before priority registration, but after last date for W.
This encourages students to take their basic skills courses each term, instead of skipping terms. It also encourages students to remain in the course, instead of withdrawing.
Team approach to teaching
- 0 unit review modules
- Placement scores valid for 1 year
- Open lab diagnostics
Prerequisites valid for a limited time
- Tutorial Centers with their own staff. Fund part timers to supplement the efforts of our student tutors.
- Use of some technology—e.g. ALEKS, EnableLearning, MyMathLab, Graphing Calculators.
- Conducting LOCAL surveys in Math/English departments to determine FACULTY needs.
- On-campus faculty seminars/forums.
- Organize the arithmetic classes into short term [e.g. six week] modules rather than full-length semester. Each module earns one unit [pass/fail]. A student who fails to make it through the fractions module does not have to wait for the next full semester to retake.
- High Pass boundary—require 80% as minimum passing grade on all exams and assignments. Allow some flexibility—let students retake placement tests so they can move along.
- Locally developed materials.
- Interaction with neighboring Math Ed departments [UC, CSU].
- Drop all basic skills math and let students register for Algebra I and take it as many times as necessary.
Student Support Services
Click on the items below for more information on Student Support services associated with English and mathematics initiatives. Please let us know if you have other initiatives to share.
Math Performance Success Program from De Anza College (Word 27KB)
Education 5, Strategies for Success from Los Medanos College (Word 63KB)
Counseling 60.2, Math Study Skills from Santa Rosa Junior College (Word 80KB)
Click on the items below for ideas developed by CCC faculty and administrators. If you have contributions for this topic, please email the Project Director.
Career Technical Education and Basic Skills: Implementing the Guidelines (Word 136KB)