Alternative High School Math Pathways in Massachusetts: Developing an On-Ramp to Minimize College Remediation in Mathematics

Read the brief. For more information, please contact: Jill Norton

April 2009

Of the Massachusetts graduates from the Class of 2005 who enrolled in public colleges, an appalling 29% enrolled in a developmental (remedial) math course during the fall semester. Nationally, 63% of college students who remediate in mathematics do not earn a 2- or 4-year degree. At a time when a college degree is one of the critical components of one's ability to afford a home and support a family, that such high rates of Massachusetts' high school graduates require remediation in math is cause for alarm - and action. The Rennie Center for Education Research and Policy has produced a policy brief that proposes a new pathway in high school mathematics aimed at eliminating the need for college remediation in math.

The policy brief, entitled Alternative High School Math Pathways in Massachusetts: Developing an On-Ramp to Minimize College Remediation in Mathematics, proposes a plan designed to significantly reduce, and ultimately, eliminate the number of students who require college remediation in mathematics.

Rather than the traditional progression of math courses (Algebra I, Geometry, Algebra II, Calculus), we propose three new math courses at the middle and high school levels - including a new fourth year math course titled: Topics in Applied Mathematics for College Preparation that would provide an alternative to Pre-calculus/Calculus for students pursuing non-math related majors. We recommend that Massachusetts policymakers and school and district leaders should take the following steps toward establishing to a well-aligned, effective system that ensures all students are ready for college-level mathematics:

1. Ensure mastery of arithmetic by the end of seventh grade;
2. Focus on mastery and application of algebraic concepts;
3. Offer the ACCUPLACER® test to high school juniors;
4. Provide guidance based on the Elementary Algebra ACCUPLACER® score; and
5. Encourage all students to take mathematics during their first college semester.

The brief was released at a public forum on April 2, 2009.

About the Rennie Center for Education Research & Policy
The Rennie Center's mission is to develop a public agenda that informs and promotes significant improvement of public education in Massachusetts. Our work is motivated by a vision of an education system that creates the opportunity to educate every child to be successful in life, citizenship, employment and life-long learning. Applying nonpartisan, independent research, and civic engagement, the Center is creating a civil space to foster thoughtful public discourse to inform and shape effective policy. For more information, visit us at www.renniecenter.org.