 The Critical Role of Mathematics for Community College Students Far too few community college students complete college-level mathematics despite studies showing that its early completion is among the most salient variables contributing to transfer (Adelman, 2005; Moore, Shulock, & Offenstein, 2009). In California, only 17% achieved college-level mathematics within two years (Moore, Shulock, & Offenstein, 2009). Differences in mathematics completions contribute to equity gaps in transfer rates for Latino and African American students (16% to 18%) compared to White and Asian students (27% to 30%). The magnitude of the mathematics completion problem has sparked interest in fundamental, structural changes since traditional interventions (e.g., computer technology, supplemental instruction, tutoring) have failed to produce sizeable and consistent improvements. Moreover, few students (roughly 5% - 20%) who enroll in algebra need to or intend to eventually enroll in calculus (Dunbar, 2006; Herriott & Dunbar, 2009; McGowen, 2006). This has led some mathematics faculty to reconsider what mathematics content is necessary and how instruction might be restructured. Using acceleration to reduce sequence length is one proposed remedy (Asera, Navarro, Hern, Klein, & Snell, 2009). Another proposed remedy is increased contextualization that relates developmental subject matter to authentic, real-world situations (Grubb, 2001), thus facilitating meaning-centered instruction rather than exclusive focus on memorization and procedures (Bransford, Brown, & Cocking, 2000). Successful Acceleration through College-level Statistics Across California and nationally, several community colleges recently introduced shortened mathematics sequences focused on contextualized statistics content. This study focused on one community college's implementation of an open-entry, two-course sequence called StatMode (a pseudonym). The initial course introduced students to mathematical concepts foundational to learning statistics, preparing students for the second, transfer-level statistics course. Given the single class of 29 students with one instructor, a mixed methods study design was selected with emphasis on the qualitative analysis. In fact, the quantitative analysis was only necessary insofar as it showed whether such an approach is possible, i.e. whether it can be implemented effectively, not whether it is likely to be effective under typical conditions. Overall, 86% of the StatMode cohort successfully completed the two-course sequence, earning a C or higher in transfer-level statistics. This sequence completion rate far exceeds national figures showing only 33% of community college students with developmental mathematics needs advance far enough to be eligible to even attempt college-level mathematics (Bailey, Jeong, & Cho, 2009; Roksa, Jenkins, Jaggars, Zeidenberg, & Cho, 2009). Students from a range of incoming mathematics levels and diverse ethnicities successfully completed the two-course sequence. For example, ten students entered at the lowest mathematics levels, i.e. eligible to enroll in arithmetic or pre-algebra, of whom 80% (n = 8) completed both courses with a grade of C or higher. Due to the composition of the StatMode cohort (97% underrepresented students of color), nearly all successful students were Latino and African American. Gender, age group, and incoming mathematics eligibility level were not significantly related to course and sequence outcome variables. In addition to successfully completing transfer-level statistics, StatMode students performed comparably to or out-performed a better-prepared group of primarily white college students from four-year institutions on questions from a nationally-normed post-test, the Comprehensive Assessment of Outcomes for a first course in Statistics (CAOS). Students' Perspectives on StatMode Three key themes arose from the student interviews. The first theme pertains to initial mathematics attitudes and backgrounds. The second theme pertains to the adoption of growth mindset. The third and final theme relates to contextualized learning, statistics content, and student motivation. The concepts of fixed mindset and growth mindset were drawn from the work of Carol Dweck and introduced to the students early in the first semester. Students' initial mathematics attitudes and backgrounds were largely negative and characterized by fixed mindset. Ten of the eleven students interviewed described limited effective encouragement from prior instructors and other adults regarding their mathematics abilities. Many students described how they internalized difficulty with mathematics, particularly when compared to other subjects. One student stated: "I feel like in every other subject, I'm pretty good at it, and like math, I don't know why, it's hard to like, it's all those equations and it's confusing to me." Another stated: "When other people get it, I feel like there is something wrong with me." The second theme of growth mindset was raised spontaneously by nearly all interviewees. Many students spoke at length and with a distinct level of intensity about how explicit exposure to growth mindset concepts changed their approach to learning mathematics. Students reported consciously recognizing how negative thoughts precluded them from expending effort on mathematics problems and how they came to believe growth mindset was necessary for learning. One student was "freaked out" by this new understanding: "It opened my eyes to the fact that every time I said I'm not so good at math that boxed me in... in my little math worthlessness bubble." He contrasted math with other subjects where he had he always told himself, "Let's learn more, let's learn a little more." Similarly, another student characterized learning about growth mindset as "eerie because it rang true for me." She described shifting her mindset: "If you think okay, there's a possibility that I can do this, you kind of try to put more effort into it, and you tend to see that you can actually do it." Students indicated that growth mindset concepts were regularly referenced by the instructor, by other students, and internally as they self-regulated and continually readjusted their attitude toward math. One student described the instructor this way: "She's more into you learning than just handing you something, just like she cares, she cares if you pass math." Students emphasized how everyone was expected to participate in larger class discussions as well as in group work. Each student's effort and involvement was encouraged. Students frequently emphasized a "we" component, exemplified by this quote describing how class sessions began: "We come in. We discuss what we did for homework and if there are any questions to ask... we don't move on until everyone gets it. Until we get it, that's when we move on." The final theme examined the value of contextualization from students' perspectives. The researcher had proposed that statistics contextualization would figure prominently in students' motivation such that students would begin to view statistics as highly relevant and applicable either to their chosen fields or to their everyday lives. Instead, students were frank about and overwhelmingly pragmatic regarding their need to complete the mathematics sequence in order to transfer. Students were not necessarily convinced of the broad applicability of statistics, but they believed it to be a "real" and legitimately challenging subject. Students appeared to be excited by and motivated by the fact that they were already learning statistics in the pre-statistics class. Students also viewed StatMode as a valuable opportunity, consistent with detracking perspectives. Conclusions, Implications, and Recommendations This study has clear implications for educational equity insofar as the findings showed that it is possible for mathematics to be taught successfully to underprepared, underrepresented students through an accelerated, contextualized approach. Most community colleges enroll sizeable numbers of students not oriented toward calculus. In particular, the proportion of students electing to enroll in statistics to complete transfer requirements has been increasing, so student interest in statistics sequences is likely to be high. Other forms of mathematics contextualization could also be used if institutions determine sufficient student demand for the subject chosen and affirm the rigor of the transfer-level course. Tracking remains a concern since this accelerated approach does not prepare students sufficiently for STEM fields should they decide to change majors; however, overall, these adult students viewed StatMode as a realizable pathway rather than a foreclosure of opportunity. Affective components of the pedagogy employed by StatMode were palpable and important to students. The caring and helpful approach of the instructor, and the notion that not only they but all their peers were capable, seemed especially important. Use of growth mindset concepts appeared to effectively suggest to students that their mathematics abilities were previously underestimated while providing a concrete way for students to alter their sense of capacity. However, mindset is malleable and must be reinforced. In StatMode it was reinforced through verbalizations by the instructor, between peers, and through the pedagogical structure. The concept of growth mindset appeared to be particularly salient to mathematics. The statistics material may have allowed students to more readily adopt a growth mindset; since it was a new challenge, it could be viewed as a "fresh start." However, introducing students to the concept of growth mindset is simple, cost-free, and not time-consuming. Reinforcing growth mindset is, arguably, a relatively easy pedagogical change to make and to scale up. A final recommendation for practice is to inform students about pedagogical approaches being used in the classroom. This study benefited from students' ability to name and articulate growth mindset. As self-aware adult learners, students could likely provide insights into the relative effectiveness of other pedagogical approaches if they were sufficiently cognizant of them. References Adelman, C. (2005). Moving into town-and moving on: The community college in the lives of traditional-age students. Washington, DC: U.S. Department of Education. Asera, R., Navarro, D., Hern, K., Klein, B., and Snell, M. (2009, October 8). Acceleration: Approaches to managing the basic skills sequence. Presentation at the 2009 Strengthening Student Success Conference. Video recording available from http://www.3cmediasolutions.org/Accordent/CCCCO/rpgroup/10082009-130-300PM-10/index.htm Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school, expanded edition. Washington, DC: National Research Council. Dunbar, S. R., (2006). Enrollment flow to and from courses below calculus. In N. B. Hastings (Ed.), A fresh start for collegiate mathematics: Rethinking the courses below calculus (pp. 28-42). Washington, DC: Mathematical Association of America. Dweck, C. S. & Sorich, L. (1999). Mastery-oriented thinking. In C.R. Snyder (Ed.), Coping (pp. 232-251). New York: Oxford University Press. Dweck, C. S. (2006). Mindset. New York: Random House. Grubb, N. (2001). From black box to Pandora's box: Evaluating remedial / developmental education. Retrieved March 1, 2010, from http://ccrc.tc.columbia.edu. Herriott, S., & Dunbar, S. (2009). Who takes college algebra? Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19(1), 74-87. McGowen, M. A., (2006). Who are the students who take precalculus? In N. B. Hastings (Ed.), A fresh start for collegiate mathematics: Rethinking the courses below calculus (pp. 15-27). Washington, DC: Mathematical Association of America. Moore, C., Shulock, N., & Offenstein, J. (2009). Steps to success: Analyzing milestone achievement to improve community college student outcomes. Sacramento, CA: Institute for Higher Education Leadership and Policy, Sacramento State University. Roksa, J., Jenkins, D., Jaggars, S. S., Zeidenberg, M., & Cho, S. (2009). Strategies for promoting gatekeeper course success among students needing remediation: Research report for the Virginia community college system. New York, NY: Community College Research Center. 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