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Rethinking Remedial Math

October 15, 2013

A new report from LearningWorks, a nonprofit group that focuses on California community colleges, takes a look at experiments to reform remedial mathematics by emphasizing preparation in statistics and quantitative reasoning rather than the intermediate algebra pathway that students have traditionally taken. The report found that those experiments are being driven by a deepening belief that: "on the basis of a weakly predictive test, large numbers of students are being prevented from completing college unless they pass a challenging course that may be irrelevant to their futures."

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Paul Fain

Paul Fain, Contributing Editor, came to Inside Higher Ed in September 2011, after a six-year stint covering leadership and finance for The Chronicle of Higher Education. Paul has also worked in higher ed P.R., with Widmeyer Communications, but couldn't stay away from reporting. A former staff writer for C-VILLE Weekly, a newspaper in Charlottesville, Va., Paul has written for The New York Times, Washington City Paper and Mother Jones. He's won a few journalism awards, including one for beat reporting from the Education Writers Association and the Dick Schaap Excellence in Sports Journalism Award. Paul got hooked on journalism while working too many hours at The Review, the student newspaper at the University of Delaware, where he earned a degree in political science in 1996. A native of Dayton, Ohio, and a long-suffering fan of the Cincinnati Bengals, Fain plays guitar in a band with more possible names than polished songs.

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