CUNY Master Plan 2012-2016

MISSION PART TWO
policy have been developed in consultation with the Mathematics Discipline Council, which consists of
the chairs of the mathematics departments across the University.
For example, based on analyses of the relationship between COMPASS mathematics scores and the
likelihood of success in the next mathematics course in the sequence, CUNY raised COMPASS standards
on both the pre-algebra and elementary algebra modules that are used for placement. The new policy sets
cut points at 35 on the pre-algebra module and 40 on elementary algebra. The new policy also raises
CUNY’s Regents-based mathematics proficiency standard. For fall 2012 and thereafter, applicants may
demonstrate proficiency by scoring 80 or higher on any one of the new Regents exams and successfully
completing Algebra 2 and Trigonometry or a higher-level high school course.
Based on additional analyses demonstrating that, following initial placement, CUNY mathematics departments’
departmental exams were better predictors of future class performance than were COMPASS scores,
CUNY has now eliminated the requirement that CUNY use the nationally normed COMPASS exam for exit
from mathematics remediation. In addition, CUNY convened a panel of mathematics faculty and charged
them with establishing common standards for satisfactory completion of the arithmetic and elementary algebra
remedial courses. These standards are being used to develop an exam that all mathematics departments
will use, thus holding all CUNY students to the same mathematics performance criteria in these subjects.
CUNY is also considering making available, for use in classrooms or learning labs, software that provides
diagnostic information about a student’s strengths and weaknesses to which instruction could be
tailored. Students could then focus on competencies that they need to learn and bypass lessons on material
they have already mastered.
CUNY is also exploring several alternative remedial pathways in mathematics, especially for students
not planning to major in a STEM area. Toward this end, CUNY may pilot Statway, a course sequence with
a special focus on statistical literacy, and/or Mathway, which focuses on general quantitative reasoning
skills. Both of these are currently being piloted by the Carnegie Foundation for the Advancement of
Teaching. BMCC participated in Carnegie’s Quantway project and through this project developed a
course in “Mathematics Literacy.” BMCC now plans to create a new developmental pre-algebra sequence
that shortens the time to mastery of basic skills in mathematics.
CUNY has developed other initiatives to promote excellence in mathematics. Some of these are
described on “Math Matters,” a website dedicated to CUNY mathematics teaching and learning
(www.cuny.edu/academics/initiatives/cuny-math-initiative.html).
For example, for the past three years CUNY has bestowed the Chancellor’s Awards for Excellence in
Undergraduate Mathematics Instruction. Chancellor Goldstein established these prestigious yearly
awards to recognize faculty who have implemented an outstanding, evidence-based instructional method
for teaching undergraduate mathematics, either developmental or credit bearing. These instructional
techniques must positively impact student learning and have the potential to be used with many students.
This awards program, which annually gives up to six awards of $5,000 each, will continue to
increase awareness and usage of mathematics pedagogy and resources.
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