Avoiding the Beginning Algebra Penalty

The most commonly taken math course in two-year colleges is beginning algebra; if we select a math student at random, there is a 21% probability that they are enrolled in a beginning algebra course.  On average, taking a beginning algebra course either does not improve the odds of passing intermediate algebra … or actually decreases the odds of passing.  #NewLifeMath #MathLiteracy

According to the 2010 Conference Board of Mathematical Sciences report (CMBS, http://www.ams.org/profession/data/cbms-survey/cbms2010-Report.pdf) about 428,000 students enrolled in a beginning algebra course at community colleges, compared to a total of 2.02 million enrolled.  The next most common enrollment was intermediate algebra (344K) followed by college algebra (230K) and pre-algebra (226K).  These extreme enrollments in courses in a long sequence have got to stop … see other posts on ‘exponential attrition’.

The main point today is this:

Evidence suggests that students incur a penalty when they enroll in a beginning algebra course.

Progression data is difficult to obtain, at the cross-institution level.  When the progression data is available, the format is often an overly simplistic comparison of those who placed at level N compared to those who took course N-1 then course N.  These summaries provide little information about the results of course N-1 (beginning algebra in this case).  At my institution, for example, those taking beginning algebra prior to intermediate algebra have a slightly higher pass rate in intermediate algebra compared to the course average.

However, this data is not research on the impact of beginning algebra.  Fortunately, our friends at ACT routinely conduct research on various components of the college curriculum.  In 2013, ACT released a research study on developmental education effectiveness (see http://www.act.org/content/dam/act/unsecured/documents/ACT_RR2013-1.pdf).  This ACT study used a regression discontinuity method, with a very large sample (over 100K), to examine the impact of taking certain courses with ACT Math score as a basic variable.  Since most two-year institutions do not use ACT Math as a placement test (at this level), their sample included large numbers of students at varying levels … a portion of which took beginning algebra first then intermediate algebra, and a portion which took intermediate algebra only.

The results were strong and negative:

The ‘dashed’ lines are students taking beginning algebra prior to intermediate algebra.  The upper set of lines represents ‘receiving a C or better in intermediate algebra.  For all ACT Math scores, the data suggests that students would be better served by placing them in to intermediate algebra (6% or higher probability of success, regardless of ACT Math score).

This is not what we want, at all; our personal experience might suggest that reality is different from this research study.  I believe that the research study is accurate, and that our own perceptions are misleading about generalities.

What strikes me about this research is that the results form a consistent pattern even though we lack a standard for what is ‘beginning algebra’ and what is ‘intermediate algebra’.  In some states, this is defined by a governing body; overall, though, we have operational definitions — beginning algebra is a course called beginning algebra, using a book titled beginning algebra.

Both courses (beginning and intermediate algebra) are heavily skill and procedure based,  organized around discrete chapters and sections.  In practice, intermediate algebra involves enough complexity that some understanding is required … while beginning algebra tends to reward memorization techniques.  To me, the research findings make sense

We need to avoid the beginning algebra penalty by replacing beginning algebra with a modern course that builds reasoning (like Mathematical Literacy).  Students are ill-served when we ‘keep it simple’ … students are not prepared for the future, and we also reinforce negative messages about mathematics (“I am not a math person”).  As long as we teach beginning algebra, we harm our students — we help some, but harm a larger group.

The beginning algebra course is beyond rescue; no amount of tweaking and micro-improvements will result in any significant improvement.  It’s time to start over.

At my institution, we are expecting that our beginning algebra course will decrease over the next few years while Math Literacy grows.  [We also expect to move away from intermediate algebra, but that might take longer.]  I know of other institutions, like Parkland College in Illinois, which have gone further on this path.

What is your plan for getting rid of beginning algebra at your institution?

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