Developmental Math and Equity
Author: Kathleen Almy
As I mentioned last month, Almy Education is going all in on improving developmental math at colleges across the country. For as much that has been done in this arena, there are still many developmental math issues. And those problems are only worse when we drill down into the data and disaggregate it. Beyond not serving many students, developmental math, in its traditional form, poorly serves students who need it the most. These are the students who have the greatest challenges to overcome, often through circumstances beyond their control.
I’ve started working with multiple colleges and initiatives related to developmental math redesign. This isn’t reform. Thankfully, reforms have occurred in many states to improve policies and structures that didn’t serve students who weren’t ready for college-level math. This work, the work of redesign, is about taking requirements and laws, plus past attempts (good and bad), resources available, and staff and faculty to create a functional system that serves all students in math (from start to finish). It’s complicated, challenging, and often frustrating work. But my love of math and its problems serve me well in these efforts. I expect there to be challenges and roadblocks. These are no surprise. Instead, they are just the next obstacle to overcome to get closer to our goal: an equitable, effective system.
“Redesign, like the laundry, is never done.”
The work of developmental math redesign has been a passion of mine for 15 years. For the longest time, my motivation was to right general injustices that were often initially created to solve one problem, but instead created others. That comes with the territory, which is why redesign, like the laundry, is never done. Things will change that require us to revisit our programs, their approaches, and their assumptions. If it’s not practical or accurate, we have to address it.
The fact that redesigning developmental math is difficult work cannot stop us any longer. I feel compelled to work on these efforts every day. If we don’t, some structure stays the same, and in some form, holds a student back unfairly. There’s rarely a single person to blame. It’s usually a combination of events and perspectives that lead to systems and policies that don’t accomplish the original goal. I’ve been on both sides of this. I know how it feels to work with the best of intentions, but with hindsight, find that some things are better and some things are worse. Instead of blame and regret, it’s time to work. As Maya Angelou said, “when you know better, do better.”
During Black History Month, I often think of the amazing accomplishments of many African Americans. But I also think how many people weren’t able to share their gifts and talents because of structures beyond their control. THAT is why I do this work. I know I have been afforded privileges I haven’t earned and don’t deserve. So I must take the advantages I have and the skills I possess to help those who need it. I’m not special; anyone in my shoes can and should do the same. I hope you’ll join me.
If you don’t have disaggregated data about your developmental math outcomes, seek out your Institutional Research department. Knowing where you can start is essential for finding solutions for all students.
Ready To Jumpstart Your Math Redesign Momentum?
Create effective, equitable & quantifiable change in your math program built on the good work you've already done