Saving Mathematics, Part IV: This is College, Right?

For whatever reason, we in the mathematics community have an obsession with high school … we define college mathematics by assigning a prerequisite that suggests a level above high school (often the prerequisite is intermediate algebra). We also accept the notions about people not being good at mathematics, which results in the contradictory policy of allowing intermediate algebra to meet a degree requirement in college. What’s up with THAT? #remediation #FinAid

All of our institutions (with very few exceptions) must comply with financial aid laws and regulations. Those regulations make a distinction between remediation at the high school level and remediation at the elementary level (K-8); courses at the elementary level (like arithmetic, pre-algebra) can not be used to determine eligibility for financial aid. Courses at the high school level can be used for financial aid, though there is a limitation on the total remediation. (see https://ifap.ed.gov/fsahandbook/attachments/1415Vol1Ch1.pdf)

The K-12 professional standards of the past 25 years (NCTM) and the Common Core provide a way to judge the level of our courses. Most of our intermediate algebra courses map to 9th and 10th grades in those standards; even prior to that, intermediate algebra was considered 10th or 11th grade level. Overall, 57% of our enrollments (community-college-type) is in pre-college mathematics … 32% of that enrollment is in remediation at the elementary level. [CBMS 2010 data; http://www.ams.org/profession/data/cbms-survey/cbms2010-Report.pdf]

My position is that these high numbers in remediation are the result of artificial parameters for ‘college level’ and our obsession with high school. Many of us accept the position that the mathematics actually needed for college work (whether STEM-path or not) is not delivered by our basic-math > pre-algebra >beginning-algebra > intermediate-algebra filtering system. Our curriculum in those courses is often inferior to what our K-12 colleagues are using.

Remediation does not mean high school mathematics

We need to throw out our traditional developmental courses (as well as most college-algebra-level courses). Convenient copying of courses does not help students.

The question is:

What does a COLLEGE student need prior to a college math course?

The needs do vary somewhat depending on the particular college math course. We need to show our integrity by offering courses designed to serve the purpose for which we use them:

Only require students to take courses with validity for the purpose!

This is not a quick process, but it is something we can do together … and even be inspired by.

In the meantime, let’s show our professionalism by doing the following:

Always classify arithmetic and pre-algebra as “elementary level” remedial courses
Always classify beginning algebra and intermediate algebra as “high school level” remedial courses, which have no role meeting a college degree requirement
Identifying appropriate college-level math courses required for each degree

Complete College America says much that I disagree with; quite a bit of their communication is rhetoric to support pre-determined solutions. However, one thing from CCA I really agree with:

College students come to campus for college, not more high school. Let’s honor their intentions — and refocus our own good intentions to build a new road to student success.
http://www.completecollege.org/docs/CCA-Remediation-final.pdf

To get started on a path to replace the traditional developmental math courses, take a look at the New Life Project courses (Mathematical Literacy and Algebraic Literacy). I hope that you will join me and hundreds of other professionals working to create better models to serve our students and communities.

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college completion, Content of developmental math courses, Math curriculum in general | Jack Rotman | January 8, 2016 2:46 pm

2 Comments

By schremmer, January 8, 2016 @ 3:40 pm

Re

The question is:
What does a COLLEGE student need prior to a college math course?

That is NOT the question. I too agree with:

College students come to campus for college, not more high school. Let’s honor their intentions — and refocus our own good intentions to build a new road to student success.

to the extent that they truly be mathematics courses—as opposed to “skills” and “mathematical facts”
By Peter Brown, January 9, 2016 @ 1:08 pm

Bravo Jack!!!!

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