California Community Colleges Transition to Direct Enrollment in Calculus Raises Concerns among Educators
California community colleges are on the brink of implementing significant changes to their STEM math placement policies, causing a stir among educators and stakeholders. The move involves enrolling more students directly in calculus without the traditional prerequisite courses like precalculus and trigonometry. This shift, mandated by Assembly Bill 1705, aims to expedite students’ path to four-year colleges by streamlining the course sequence.
Concerns and Perspectives from Educators
During an EdSource roundtable discussion, educators shared a mix of optimism and apprehension about the impending changes. While proponents argue that the new law will facilitate quicker progress for students, critics, including math professor Tina Akers-Porter from Modesto Junior College, worry about the potential pitfalls. Akers-Porter highlighted discrepancies between the law’s intent and the stringent implementation guidelines from the Community Colleges Chancellor’s Office.
One-Size-Fits-All Approach Raises Equity Concerns
Akers-Porter pointed out that the guidelines impose a rigid “one size fits all” approach, which she believes contradicts the principles of equity. She emphasized the importance of preparatory courses like precalculus and trigonometry in ensuring students’ success in calculus, questioning the effectiveness of directly enrolling students without these foundational classes.
Research-Based Implementation Guidance
John Hetts, from the Chancellor’s Office, defended the implementation guidance, citing extensive research that supports the new approach. The guidelines include corequisite support courses designed to enhance students’ understanding of algebra and trigonometry concepts while studying calculus. Hetts underscored the research findings that favor corequisites over prerequisites and reiterated the importance of avoiding course repetition for student success.
Student Concerns and Impact
Student panelist Alicia Szutowicz-Fitzpatrick raised concerns about the additional time and workload corequisites might entail for students. As a student senate president and a peer mentor for disabled student programs and services, she emphasized the potential challenges these changes pose for students with disabilities and nontraditional backgrounds. Szutowicz-Fitzpatrick’s insights shed light on the multifaceted impact of the new STEM math placement policies on student welfare and academic success.
Success Stories and Adaptations
Tammi Marshall from Cuyamaca College shared success stories following the direct enrollment in calculus approach. By offering calculus with support for students who skipped preparatory courses, Marshall reported a significant increase in students passing calculus within a year. The positive outcomes at Cuyamaca College and Chaffey College, where math professor Doug Yegge implemented a collaborative cohort model, demonstrate the potential benefits of adapting to the new STEM math placement guidelines.
Innovative Approaches and Future Evaluations
Rena Weiss from Moorpark College highlighted innovative strategies, such as developing a pre-calculus course replacement, to address the challenges posed by AB 1705. Weiss emphasized the importance of ongoing evaluation and adaptation to ensure the efficacy of the new courses. The educators’ collective efforts to navigate the changes while prioritizing student success underscore the complexity and significance of the ongoing debate over STEM math placement in California community colleges.
