Read this brief for strategies to redesign mathematics courses to better support student success.
An often-cited student success concern is a lack of academic preparation, especially in math, among incoming first-year students. In 2015, 38% of twelfth grade students performed below basic math levels in their NAEP assessments. In order to address this concern, many colleges and universities offer remedial education. However, research indicates that only 22% of students enrolled in math remediation complete the associated introductory course and only 17% of students enrolled in any remedial education go on to graduate.
Moreover, underrepresented students comprise a disproportionately high share of developmental education enrollments. At four-year institutions 27% of Latinx students, 37% of black students, and 30% of Pell recipients are enrolled in remedial math (compared to 24% all students and 19% of white students).
This resource is part of the Improve Student Diversity, Equity, and Inclusion Roadmap. Access the Roadmap for stepwise guidance with additional tools and research.
Create developmental pathway reform“I remember in the math community, we dreamed up this idea of “math for all” — “algebra for all.” What we’ve got now is “algebra forever” for these students…You’re looking at someone going into interior design trying to factor trinomials. Policemen, firemen, EMTs…most people should not be focusing on that narrow piece of mathematics. They should be focusing on mathematics for use."
Uri Treisman
Founder and Executive Director
Charles A. Dana Center, University of Texas at Austin
Corequisite education is seen as a mechanism to support academically underprepared students without creating a vicious cycle of required but not-for-credit…