Rethinking the Calculus of College Admissions

Admissions professionals are increasingly aware that using calculus as an across-the-board admissions screen can be both arbitrary and inequitable. Arbitrary because calculus doesn’t align with all students’ educational goals. Inequitable because access to calculus in high school is highly stratified by race and income. But entrance criteria aren’t determined by admissions officers alone. At many colleges and universities, faculty have considerable sway. And when it comes to math readiness, faculty in math and other STEM fields often have strong feelings. This panel engaged math faculty from selective public and private institutions that explored how admissions policy can address the twin goals of expanding equity in college access and ensuring students have the math preparation they need to be successful.