>>The problem you might find is that if the developmental classes are
>>dropped, then the developmental students will find themselves doing
>>poorly in Algebra. Then pressure will be brought on by administrators
>>to "dumb down" the course to get a better percentage of students
>>passing. If you do this, then you have just made your Algebra course
>>a developmental math course. This must not be allowed.
>Exactly. And the way to do that is to NOT ACCEPT such students, or if
>you must accept such students because of mandates from governing
>agencies or simple economics, then you MUST OFFER developmental courses
>appropriate to the students you accept. Then the situation above will
>not occur.
First of all, Gideon, I appreciate your message, and take no offense. In
fact, I think we are for the most part in agreement. Sometimes a write a
message and send it before I say everything that needs to be said. And
usually someone writes me back a message saying what I didn't think of
(as you did).
And I agree with your statement. A choice must be made. Either make it
clear to incoming students what is expected of them in all areas, and
that if they can't cut it then too bad, or you MUST offer developmental
courses for exactly the cases you mentioned.
Perhaps an answer is to make "developmental" an entirely different
division of the college, instead of each department offering
developmental classes. If the teachers were hired by the developmental
division, it would be very clear that their job is to teach a specific
level. Too often people (perhaps myself included) in the math department
(or any department) have a hard time teaching developmental classes
because they have trouble comprehending that level of education.
Thanks,
Sam Evers
University of Alabama