The Paradox of Throughput: How Two-Year College Mathematics Reform Efforts Succeed Through Failure

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Deeper Learning and Engagement in Mathematics

Abstract

Recently, in the name of increasing equity and efficiency, multiple states have mandated that two-year colleges reform remedial mathematics and remove barriers to taking credit-bearing classes. We examine these changes at one two-year Hispanic Serving Institution in Southern California. Using institutional data and a qualitative analysis rooted in the four frames for institutional culture (Bolman & Deal, 2008), we report on contrasting perspectives from instructors and administrators. Administrators highlighted the success of the reform effort by pointing to throughput statistics, while instructors reported dissatisfaction with the reform effort, citing the number of students who failed or withdrew from classes. Results highlight the need for professional development to support instructors implementing reforms to gateway mathematics courses.

Authors

• Mary Pilgrim, San Diego State University

• Amelia Stone-Johnstone, California State University - Fullerton

• Brinley Poulsen Stringer, San Diego State University

• William Carl Zahner, San Diego State University

• Bohdan Rhodehamel, Southwestern College