The California community colleges are preparing to make changes to how STEM math placement is handled. This means that more students will be placed directly into calculus without having to go through the traditional route of taking precalculus and trigonometry courses first.
During a recent roundtable discussion hosted by EdSource, educators shared their perspectives on Assembly Bill 1705, the law that mandates these changes. While some argue that the new law will help students progress more quickly towards transferring to four-year colleges by eliminating lengthy prerequisite courses, others, like math professor Tina Akers-Porter from Modesto Junior College, are concerned that students might struggle and fail calculus without the foundational courses.
Akers-Porter highlighted discrepancies between the law and the implementation guidance provided by the Community Colleges Chancellor’s Office, pointing out that the strict guidelines do not align well with the law’s intentions. She expressed concerns about the equity implications of the one-size-fits-all approach outlined in the guidance.
On the other hand, John Hetts from the Chancellor’s Office defended the guidelines, citing research that shows how underestimating students’ abilities in community college placement can hinder their progress. The guidance includes offering support courses, known as corequisites, that students can take alongside calculus to integrate fundamental topics.
However, some, like student Alicia Szutowicz-Fitzpatrick, worry about the additional time and workload that corequisites may bring, especially for students with disabilities and nontraditional backgrounds. These concerns highlight the need for comprehensive support structures to ensure student success.
The changes in STEM math placement stem from Assembly Bill 705, which aimed to reduce inequities by placing more students in transfer-level courses. Despite these efforts, racial disparities persisted, leading to the passage of AB 1705, which focuses on placing STEM students directly into calculus.
Educators like Tammi Marshall from Cuyamaca College have seen success with the new approach, noting significant improvements in student pass rates since implementing the changes. Panelists like Doug Yegge from Chaffey College emphasize the importance of collaboration and active learning to support students under the new guidelines.
Rena Weiss from Moorpark College shared concerns about the strict implementation guidance set by the Chancellor’s Office, especially regarding the evaluation of new experimental courses. Despite challenges, educators are working towards innovative solutions to help students succeed in STEM math courses.
Overall, the changes in STEM math placement at California community colleges aim to streamline the pathway for students pursuing STEM fields. While there are concerns and challenges to address, educators are committed to providing the necessary support to ensure student success in these critical subjects.
