Whereas, According to a 2010 EdSource study Course taking patterns, policies, and practices in developmental education in California Community Colleges” (Perry, Bahr, Rosin, & Woodward, 2010), 61% of Black students and 53% of Latino students placed 3-4 levels below college math in California community colleges, compared to 34% of White students; and
Whereas, Only 24% of California Community College students placed 3 levels below college math complete their sequence and only 13% of students placed 4 levels below college math complete their sequence;
Resolved, That the Academic Senate for California Community Colleges support the ability of community college faculty to develop innovative, academically rigorous pilot studies of alternative math pathways, and practices as a strategy to support student success.
Citations:Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource. http://www.edsource.org/assets/files/ccstudy/FULL-CC-DevelopmentalCours….
Bailey, Thomas (2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University. http://ccrc.tc.columbia.edu/Publication.asp?UID=672
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.