Closing the Gap: Too Many College-Bound Seniors are Not Prepared for College Math
In the northeast San Fernando Valley, over 60% of all college-bound high school seniors will require remediation in math during their freshman year in college.
That number increases to 85% for students enrolling in community colleges. This has stark implications for the persistence of first-generation, low-income students -- almost half do not go on to graduate from college.
In 2013, to tackle the number of students entering college in need of remediation and provide greater support for our students, Project GRAD expanded its scope to address the college math remediation crisis.
Through a groundbreaking collaboration with the LAUSD and California State University, Northridge (CSUN), Project GRAD launched Transition to College Math and Statistics (TCMS), a fourth-year math course (the only one of its kind in California) designed to prepare college-bound seniors at area high schools for college-level math, and in the process, ultimately increase college readiness and reduce the gaps in persistence and degree completion among first-generation college students.
In the 2014-15 academic year (the first full year of the program), 275 college-aspiring seniors were enrolled in the full-year course. Trend data indicates that overall, students in this region have historically passed the ELM at a rate of 22%. However, of those who took the 2014-15 TCMS course and took the Entry Level Mathematics (ELM), 50% avoided remediation entirely, thereby not requiring the standard two semesters of remediation at a CSU-campus.
For the 2015-2016 academic year, 350 seniors are enrolled in TCMS at six Project GRAD high schools, and we are on track to increase the rate of passage to 65%.