The Community College Roadblock to Success and Jobs

From 1991 through 2007, I worked at two community colleges, where I was a Professor and Chair of a mathematics department and then an Associate Dean (at another college), where my responsibilities included managing the math department. In both cases, large numbers of students were required to take "remedial" (or "developmental", when remedial became not politically correct) courses in mathematics. This is typical at community colleges throughout the country. The basis for the requirement is a placement test that's supposed to measure the student's ability to succeed in a college level math course, which is required for graduation in almost all Associate Degree programs.

Unfortunately, most students who face this particular requirement never pass the requisite math classes, and, as a result, don't graduate. There's nothing new to report here - this result has been occurring since the 1960's. From time to time someone in the academic world tries to find a fix for the lack of student success in elementary math. These classes, by the way, are what we were all exposed to, and supposedly passed, as part of our high school graduation requirement. So how is it that so many are required to take these courses in the first place, and that the majority never achieve the degree of success needed to advance to college level work? While a definitive answer is not readily apparent, it's clear that the traditional method of force-feeding more and more arcane algebra down students' throats doesn't work.

Up until now, there have been no broadly successful programs for mathematics remediation, although some schools have achieved some positive results with approaches that include computerized modular instruction and focusing on particular weak spots shown by individual students. Therefore, it's with considerable interest and hope for the future that I'm watching an approach that seems to be truly new, sponsored by the Carnegie Foundation for the Advancement of Teaching. This approach uses as it's basis the development of statistical reasoning ability in the students. Materials are currently being developed by a team of community college faculty and other experts, leading to a program that is expected to prepare students to be successful at the college level in a one year time span. The program's goal is to double the number of students who succeed, and ultimately, graduate from Community Colleges with degrees.

I'll have more to say about this project as I learn more myself. It turns out that I'm scheduled to teach a statistics class next semester at one of the colleges participating in this program, so I hope to have access to some of the research and program development as it occurs. If the program works, it will help turn the mathematics requirement into a gateway to success, rather than the roadblock that it is for far too many students.

The important point here is that greater student success is imperative if we're to provide our students with the skills necessary to obtain the jobs that are currently (or will become) available, almost all of which require some level of college education as a minimum entry requirement. A minimum of an Associates Degree is essential for those who expect to compete for the jobs of today and the future, so a successful math program matters a lot.