home

Math-in-the-DTA Task Force Recommendations Fall-Winter 2009-10
 * System Review and Response to JAOG **

** Background **. The current Direct Transfer Agreement (DTA) requires students to be “proficient in intermediate algebra.” That requirement was added in 1998 when the Intermediate Algebra course, formerly transferable, was re-designated as pre-college and numbered below 100 (see "Historical Context" page for more information about prior DTA agreement language). In recent years, some community and technical colleges (CTCs) in Washington have developed alternative tracks to help students meet the proficiency. While retaining the traditional algebra/pre-calculus pathway, these colleges have typically developed a parallel route that prepares students for other Quantitative/Symbolic Reasoning (QSR) courses. As these alternative courses became more widespread, some baccalaureate institutions expressed concern that “intermediate algebra,” while required in the DTA, was no longer consistent across community and technical college campuses. Especially worrisome was the concern that the alternative courses covered fewer content areas than expected. For the University of Washington, which requires evidence of intermediate algebra proficiency for admission to the university, the question was particularly significant. Responding to these concerns, JAOG formed a Math-in-the-DTA Task Force in fall 2008 to investigate the issue and hopefully bring solutions to JAOG for consideration. The task force included mathematics faculty from all higher education sectors, as well as several JAOG members and representatives from other higher education offices and system groups.

** Proposed solution. ** After considering several alternative solutions, the Math-in-the-DTA Task Force chose to recommend the following:

“College level math course (5 credits) intended for transfer. Excludes professional- technical math courses.”
 * 1) Remove the current reference to “intermediate algebra proficiency” from the DTA
 * 2) Replace the current Quantitative/Symbolic Reasoning requirement in the DTA with

As part of this recommendation, there is a desire to locate with the DTA requirements (perhaps on the ICRC Web site) the College-Readiness Standards developed as part of the Transition Math Project (http://www.transitionmathproject.org/standards/index.asp).

** Rationale. ** The task force believes that the proposal:

** Concerns. ** Arguably the greatest negative impact of the proposal will fall on courses in philosophy, computer science, and other non-math disciplines that currently meet the QSR. Though this concern is clearly significant, data suggest that fewer than11 percent of DTA-completers satisfy the QSR requirement through coursework offered outside mathematics. In addition, other negative impacts to consider include:
 * Aligns with state and national trends toward higher math standards.
 * Capitalizes on the broader array of college-level math courses now available to meet the DTA requirement than when the current DTA language was developed.
 * Avoids the need to align the content of intermediate algebra courses, allowing the CTCs to determine the most effective means to remediate adult learners.
 * Provides a means to remove the DTA’s sole reference to a pre-college requirement, reinforcing the transfer of college-level courses as the DTA’s focus.
 * Facilitates alignment of pre-college preparation for college-level work in quantitative reasoning, by keeping both the remedial and transferable courses within one discipline.
 * The impacts of the reduction in course choices for students, particularly those who experience high math anxiety or who request an alternative based on a disability.
 * Enrollment and resource shifts toward math and away from other departments.
 * A possible need to revise the Pre-Nursing DTA, which requires a statistics course but does not stipulate a MATH prefix.

**System review process:** JAOG accepted the task force’s report in July, referring the recommendation to the state’s higher education community for a response by spring 2010. For the CTCs, the responsible group is the Instruction Commission.

In discussion with SBCTC staff, the Instruction Commission executive committee, and CTC members of the task force, the following process for providing feedback was proposed:

1. Hold a system-wide teleconference in October 2009 for campus-level constituents as identified by the local Articulation and Transfer Council (ATC) representative. 2. Establish and publicize a web page with relevant background materials, Q&A, etc. 3. Ask ATC to gather campus feedback for discussion at ATC’s November 2009 meeting. 4. Hold a preliminary discussion at Instruction Commission’s November 2009 meeting. 5. Request a formal recommendation from ATC at ATC’s winter 2010 meeting. 6. Take action on ATC’s recommendation at Instruction Commission’s winter meeting, for feedback to JAOG in March 2010.

In light of the potential impacts on student services, the Washington State Student Services Commission (WSSSC) should be invited to engage in a similar review process, with feedback through the Instruction Commission WSSC liaison, WSSC’s representative to JAOG, or both.


 * Hold-harmless period. ** To allow time for a long-term resolution, the baccalaureate institutions have agreed, through spring 2011, to accept all CTC intermediate algebra courses, regardless of course number or content, as meeting the DTA requirement. For the CTCs’ part, there is an agreement to try to limit the number of students who transfer — particularly to UW — with an alternative intermediate algebra course and a QSR course other than math. Course prerequisites and/or advising materials can address this short-term objective.

** Subsequent steps. ** JAOG will consider feedback from the CTCs, public baccalaureates, and private baccalaureates in spring-summer 2010. If the recommendation goes forward, a change to the DTA will be required. The process for alterations to the DTA is detailed at []. In brief, however, it requires subsequent approval by the Higher Education Coordinating Board (HECB) and, presumably, ratification by the Inter-College Relations Commission (ICRC).