As I read your comments it seemed to me that your message is that
mathematical empowerment is a right that some have earned by studying hard
in school, and we are coddling our students if we give them a second,
third, or fourth chance to learn mathematics. Is this too harsh a
distillation of what you wrote? If so, please tell me so.
In earlier times (like when I was growing up) the prevalent myth was that
it was possible, or even desirable, for large numbers of citizens to go
through life without being able to use much mathematics. In those happy
days of yesteryear there were well-paying jobs available to males with
strong backs, and the men made enough money so the women could just stay
home rocking babies and baking cookies. The number of professional jobs was
probably much smaller than the number of people who might want to be
professionals. Hence, there were gatekeeper courses, such as high school
algebra, which served the function of keeping large numbers of students off
the college track.
Unfortunately for Ozzie, Harriet, Lucy, and Rickie, the world has changed.
In the Lansing, Michigan area, employers are telling us that there is a
severe labor shortage. Industrial jobs require men and women with
sophisticated mathematical skills. You ask what is the mission of the
community college. Among its many missions (in itself a wonderful
discussion topic), community colleges often help prepare people to be
productive citizens.
We are now in a painful transition from algebra as gatekeeper course to
algebra for all (or at least most). Many of the students we see at Lansing
Community College have seen the world change very quickly, and are doing
their best, sometimes at the age of 40 or 50 or older, to cope. The anxiety
they bring with them, after a lifetime of thinking they were among those
who "can't do math" is enormous. Are you suggesting that we tell these
students, "No, you did not try hard enough in high school. Go work at
MacDonalds for the rest of your life"?
Regarding the maturing 18-year-olds who apparently were immature
14-year-olds--do we write them off at the age of 18?
Throughout the world, there are many nations which have historically had a
very structured pathway to university entrance, with no second chances. As
the skill demands of the workforce change, other countries are now studying
the American community college as a model for "second chance" education.
Your question number 6, below, asks about the history of developmental
courses. I believe that one of the first American colleges to offer
developmental education was Oberlin College, in Ohio, founded by
anti-slavery missionary activists in the early 1800's. They admitted
African-Americans and women, two groups which historically did not have
access to the standard college-preparatory curriculum. Therefore, for the
first few years, these underprepared matriculants studied Latin and Greek,
and whatever else they "should have learned in high school." Contrary to
increasing revenues, offering developmental courses at Oberlin was done for
moral and ethical reasons.
Please tell me your plan for educating adults who are lacking the
mathematical skills they "should have learned in high school." Send them
all to the local K-12 schools? Increase welfare payments, so they do not
need to be employable??
Kathy Burgis
Lansing Community College
Lansing, Michigan
Richard Kern <canaar@unicom-alaska.com> on 03/24/99 02:27:10 PM
Please respond to Richard Kern <canaar@unicom-alaska.com>
To: mathedcc@archives.math.utk.edu
cc: (bcc: Kathy Burgis/Math-Science/Student Academic Support/LCC)
Subject: Re: [MATHEDCC] developmental vs. remedial
In the continuing discussion regarding both the real and the perceived
failures of the public k-12 education system, I fail to hear discussion
regarding the following:
1. What is the mission of the community college?
2. Does the United States view the achievement of a college education as
a right?
3. Does an open admission policy by community colleges and state 4 year
colleges provide no incentive for self directed student academic
motivation in the secondary schools?
4. Does the open admission policy invite or foster a "Peter Pan"
attitude among our high school students and graduates? (I can grow up
later)
5. Is there no economic benefit to the community colleges which accrues
from offering developmental courses?
6. What is the history of offering developmental courses? Was it the
brainchild of an admissions officer and comptroller who saw the
potential to increase revenues through increased admissions?
Other observations-please pardon any perceived cynicism. I intend none.
My perception is that many members of this list, and your colleagues owe
your positions-to greater or lesser extent-to the existence of
developmental math courses. Undoubtedly, the position announcements for
a great many of these positions included reference to developmental math
teaching. I believe two options present themselves. 1. Community
colleges can quit offering developmental courses, reducing the necessary
amount of college math teachers for a (all?) time (possibly resulting in
many of you joining me in the k-12 public education sector), or; 2.
lobby diligently for k-12 education monies to subsidize the community
college developmental math courses thereby reducing student, parent,
community, administrative and faculty committment to mathematics in the
k-12 curriculum to even lower standards than are currently popularly
perceived.
Richard Kern
Napaskiak
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