Because the Data Says So!!

A very brief story:  During the portion of a statistics course dealing with inference, the professor presents data on predictors of success in graduate school.  The variables included test scores (GRE, GMAT, or similar), undergraduate transcript data, economic background, and lifestyle (diet, exercise, etc).  The analysis of this data was conducted to see which variables correlated the highest with eventual success in graduate school.  The undergraduates listened with some interest, and expected the professor to announce that it was the grade in an undergraduate statistics course the correlated the best; the class was sad to hear the identity of the winner — eating cooked carrots.  Eating cooked carrots (as opposed to raw, or not eating any) had the strongest correlation to graduate student success.  The statistics professor then stated the obvious conclusion:  We should only accept students who eat cooked carrots, and we should all start eating cooked carrots; only after a uncomfortable minute did the professor challenge us to examine the validity of transitioning from data to a policy decision. 

Last week, the Washington Post published an article on the “Algebra II movement” for all high school students.  (See http://www.washingtonpost.com/business/economy/requiring-algebra-ii-in-high-school-gains-momentum-nationwide/2011/04/01/AF7FBWXC_story.html?)  

Within the movement, the policy makers cite data showing that success in Algebra II is the strongest predictor of success in higher education and the workplace.  Based on this pattern in the data, the ‘obvious’ conclusion is that we need to require all students to complete Algebra II in high school.  As part of the mathematics community, should we accept this support for mathematics even though it is clearly based on faulty reasoning?  Does it matter to college math professors & instructors?

We should definitely care about this … “algebra II” is a self-reinforcing mythology that affects mathematics in the first two years of college.  To some extent, our entrance requirements, our placement tests, and our graduation requirements are all predicated on the “algebra II standard”. Policy makers tend to assume that students who have ‘had algebra II’ should not (as a group) need to repeat it in college — there is an expectation that remediation needs will decline over the next few years. The Common Core Standards (http://www.corestandards.org/the-standards/mathematics) are consistent with the algebra II movement, and many states are adopting these standards with the promise of lessened needs for remediation.

Developmental mathematics is one of the few professions in which the practitioners would like to be in a world where their services were not needed; I know I would be happy beyond description if most students arrived at our doors with sufficient mathematics to enter directly into college mathematics. However, past experience indicates that this outcome for the Common Core & Algebra II are far less than certain.

Of course, we as college math faculty can not (and should not) seek to undermine any standard or policy for school mathematics. However, when possible, we should share our expertise and judgment with policy makers so that they might have a more realistic expectation for the results of a proposed change in school mathematics.
We, along with our professional associations, should seek to remain engaged partners with efforts to improve the mathematics preparation in our schools and colleges.

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1 Comment

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  By Rebecca, April 14, 2011 @ 4:14 am

  Roth et al. (2000) noted that Florida students who took Algebra 2 in high school, even if they received a “D”, were less likely to be referred to Remedial Mathematics. This finding supports the premise that familiarity with the material is more important for a student than detailed retention. Roth, J., Crans, G. G., Carter, R. L., Ariet, M., & Resnick, M. B. (2000). Effect of High School Course-Taking and Grades on Passing a College Placement Test. High School Journal, 84(2), 72

  Granted, this doesn’t disprove your point. The assumption by policy makers is that there is a causal relationship, but the students who took calculus and still end up in remedial mathematics are proof that that isn’t true. It’s more complicated than just “take this course, don’t need remedial math”.

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