Whereas, The more levels of remedial math courses a community college student must go through, the less likely it is for that student to ever complete a college-level math course, or the requirements for a certificate or community college degree;
Whereas, Math course-taking patterns at many California community colleges suggest that the majority of students who want to transfer to a four-year institution are in non-science technology engineering and math (STEM) majors;
Whereas, The transfer policy described in the regulations of the Academic Senate for the University of California (UC) is mute on the issue of prerequisites for transferable college courses in Mathematical Concepts and Quantitative Reasoning [Regulations 476 and 478] and UC transfer course agreement guidelines allow for pre-requisites that are equivalent to intermediate algebra, and the CSU system is currently engaged in a study of statistics pathways that do not require intermediate algebra despite IGETC Standard for Subject Area 2A [1012 IGETC Standards, p.16]; and
Whereas, Completion of IGETC course requirements (including a transferable math course) is a powerful measure of college readiness for transfer applicants;
Resolved, That the Academic Senate for California Community Colleges support innovations that improve success of under-prepared non-STEM students in mathematics and increase their likelihood of successful completion of transfer-level math including the establishment and rigorous evaluation of alternative math pathways.
MSR: Referred to the Executive Committee to bring back same resolution, or new one, if necessary, after such time that the math discipline faculty and/or statewide math groups have fully discussed and come to consensus on the best course of action to address the issue.