The Challenge
In recent years, there has been a growing effort to reform developmental mathematics at the college level. The effort was prompted by evidence showing that traditional math remediation—which relies on high-stakes placement tests and sequences of required, often non-credit courses—might actually reduce student success.
This reform effort, though much needed, has been insufficient. It has done little to reduce inequities between advantaged students and their less advantaged peers in developmental placement and completion.
Relevant research shows that few reforms to developmental math education are designed to address equity gaps. In this report, we examine how existing reforms aim to address these inequities, and we note those that seem to reduce equity gaps.
We also recommend targeted reforms in developmental math to address factors that contribute to inequities in outcomes: stereotype threat, math anxiety, instructor bias, and tracking.
Recommendations
We suggest that colleges:
- Create developmental and college-level math curriculum and instruction that affirms students’ math ability and improves their confidence.
- Engage in student-centered teaching practices that encourage conceptual understanding of math.
- Provide professional development to faculty to identify and reduce instructor biases.
- Stop putting students of color students into less rigorous courses.
- Consider ways to increase access to STEM courses for Black and Latino students.
It is worth noting that several of the equity-minded changes we propose are deeply entwined with cultural changes. This means community colleges must address the underlying values and assumptions of their faculty and administrators. Cultural changes won’t likely occur without change to fundamental beliefs—typically a long-term process. But if colleges make equity a primary goal, they will move closer to ensuring that all students have an equal opportunity to excel in college math.