This short article features interviews with two math deans at colleges that have improved student completion and equity by eliminating or dramatically reducing pre-transfer classes. The deans discuss the financial costs associated with these changes.
For the most part, they say, the changes involved simply reallocating existing resources from remedial to transfer-level course offerings. But they note that their colleges used Student Equity and Achievement funds to strengthen implementation through professional development for faculty, expanded tutoring, and coordination with other departments on campus.