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What happens when antiquated governance structures confront innovative approaches to math education? A great deal of confusion and little benefit, according to panelists at a recent California legislative hearing that was scrutinizing recent admissions policies at the University of California. 

What does it mean to be valued in society for your mathematical ability? Why do we associate math skills with a higher probability of success? And what happens to students like me, an education doctoral student, who wouldn’t consider themselves naturally gifted in math?

In my high school Algebra I class, an 11th grader sat quietly by the door. He had struggled with math anxiety and disruptive behavior in the past, and his discomfort was palpable. I was in my 13th year of teaching, using immersive group problem-solving and hands-on activities that engaged even my most reluctant students.

There’s a conundrum in college mathematics policies: Taking prerequisite math courses in college doesn’t appear to increase most students’ chances of completing calculus, yet most higher ed institutions continue to require them.

A pandemic-era experiment—making the SAT/ACT optional for college admission—is now being rolled back at colleges and universities across the country. And this reversal is going to come at a big cost to underserved students.