California Community Colleges: New STEM Math Placement Changes Explained
If you’re a student at one of California’s community colleges and you plan to study a STEM field, you’ll typically have to pass calculus first before diving into many of the other required classes in fields like physics, engineering, computer science, biology, or chemistry. A decade ago, students might have started college by taking algebra, trigonometry, or precalculus before getting to calculus. However, research has shown that many students were struggling with the traditional prerequisites and were not making it to calculus. This was especially true for Black, Latino, and Pell Grant students.
To address this issue, two recent California laws have been introduced. Assembly Bill 705 allows most students to skip remedial classes and enroll in full-credit courses that can transfer to a four-year college. Additionally, AB 1705 requires colleges to place more STEM students directly into calculus rather than lower-level courses like precalculus or trigonometry.
While some math educators have expressed concerns about AB 1705, stating that less-prepared students might struggle in calculus and abandon STEM studies, defenders of the law argue that it will prevent students from facing long course sequences that could potentially deter them. Colleges are transitioning from the old prerequisite-heavy model of calculus to new courses that provide additional support for students who need help with algebra and trigonometry concepts. Tutoring services are also being increased, and colleges have two years to develop revised precalculus courses.
AB 1705 aims to close the racial equity gaps that exist in math education and ensure that students have access to the necessary support to succeed in STEM fields. The law requires colleges to offer STEM calculus to all STEM students, with only students who have a high school GPA of 2.6 or lower or who did not pass high school trigonometry, precalculus, or calculus with at least a C being eligible for preparatory courses.
While some math professors have expressed concerns about students with limited math experience enrolling directly in calculus, others point to studies showing that students who start directly in STEM calculus perform better than those who take preparatory courses first. Colleges are also implementing corequisite courses that provide additional support alongside calculus classes, aiming to help students integrate algebra and trigonometry concepts into their calculus studies.
Overall, the changes in STEM math placement in California’s community colleges aim to provide students with a more streamlined path to success in STEM fields while addressing equity issues and ensuring that all students have access to the support they need to thrive. By offering innovative preparatory courses, corequisite support, and tailored approaches to teaching calculus, colleges are working to create an environment where all students can excel in their STEM studies.
