The Rennie Center for Education Research & Policy

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

Thursday, April 2, 2009
9:00 AM – 10:30 AM

Presented by the:
Rennie Center for Education Research & Policy

Join us for the release of a paper that proposes an alternative progression of math courses aimed at significantly reducing remediation rates.

Session Overview

College remediation has come to light as a national epidemic. Recent research shows that as many as 43% of US community college students are enrolled in a remedial class. In Massachusetts, among public high school graduates attending state institutions of higher learning in 2005, 37% (more than 7,000 graduates) enrolled in at least one remedial course in their first semester in college.

Math is a subject in which students are particularly likely to need remediation. Of the Massachusetts students who graduated from high school and enrolled in public colleges in the fall of 2005, 29% percent enrolled in developmental math during the fall semester. To make matters worse, students who enroll in remedial courses are much less likely to earn a college degree. Of the US college students who remediate in math, 63% do not earn a 2- or 4-year degree. It is indefensible to sit idly by while large percentages of high school graduates discover that they are poorly prepared in math – especially when this discovery comes so late that it derails these students’ opportunities for future success.

At this event, the Rennie Center will present a plan for an alternative pathway through high school mathematics designed to significantly reduce the number of students who require college remediation. This new pathway is intended to continue the drive toward higher standards that has led to a stronger math education for many Massachusetts students, while allowing struggling students an opportunity to attain mastery of the mathematical concepts they will need in college.

Research Presentation
Jill Norton, Executive Director, Rennie Center

Moderated Panel Discussion
Richard Bisk, Professor of Mathematics, Worcester State College
Deborah DePaolo, Principal, Whittier Regional Vocational Technical High School in Haverhill
Sol Garfunkel, Executive Director, The Consortium for Math and Its Applications (COMAP)
Senator Robert O’Leary, Chairman, Joint Committee on Education
Mort Orlov, President, Mass Math & Science Initiative, Mass Insight Education

Moderator
Pendred Noyce, Chair, Rennie Center Board of Directors; Trustee, Noyce Foundation

REGISTRATION

Call the Rennie Center reservation line at 617-354-0002, ext. 13 or register online by completing the registration form below. Registration is free, however space is limited and available on a first come, first served basis.

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.