Statistics courses are a strenuous and unnecessary task for students pursuing a major in humanities or liberal arts and a personal-finance course could be a viable option instead, emphasizing necessary mathematics and relevant to the majority of students.
High level math is a misuse of time and resources for students not pursuing STEM-related majors and who are likely to never use these skills again following the completion of the course.
California community college system chancellor Eloy Ortiz Oakley was quoted in a 2017 NPR interview stating that taking math classes like algebra is a hindrance to graduation rates, particularly affecting students of color in their pursuit of a degree.
Oakley is head of the country’s largest community college system of 114 schools told The LA Times ¾ of students who transfer to four-year institutions are non-STEM majors.
Upper-level math classes create a financial strain, requiring additional materials such as graphing calculators and access codes to complete assignments.
For many students, a $120 calculator is an unreasonable price tag for an item that will never be used again following the completion of the course.
The additional supply cost aside, how about the cost of taking the actual class?
At $46 per credit at Long Beach City College that can be a heavy burden for students to bear, especially regarding a class that is difficult to pass.
Considering the immense cost of college, some students don’t have extrafinancial resources to spend on courses that may serve no purpose other than negatively affecting their GPA.
Learning about paying taxes and how to balance a checkbook is far more crucial to a “well-rounded education” than statistics or calculus.
Of all Long Beach City College students who took a remedial math course, only 31.2% went on to complete a college-level course (statistics or a course of equal value), according to 2017 Student Success Initiative data.
Many surrounding community colleges such as Cerritos had similar rates.
LBCC Institutional Effectiveness data concluded that only 47% of students enrolled in Math 130 were able to pass the course, and 39% were able to pass Math 110 both are remedial courses.
58% of students enrolled in statistics have passed the course.
If so many students struggle with passing remedial math, why is an advanced course necessary to complete a degree?
Although larger systematic issues perpetuate this issue- exemplified in public schools’ inability to adequately prepare students for college standards, colleges need to accept the responsibility in efficiently moving students forward in their careers.
In contrast, many European universities only require three years, most U.S. college bachelor’s degrees are four year programs that require two years of completing general education requirements.
European students are expected to have learned general education skills like critical thinking while in high school.
Many students know whether or not they will follow a math-related path in college, being that the U.S. college system emphasizes flexibility and freedom for students to explore their interests.
For students who have no idea what major or career they want to pursue, taking general education courses may be beneficial, but it is unlikely that undecided students jump into advanced courses like statistics.
For students who have committed to a major that does not relate to science or mathematics, statistics courses can pose a roadblock on the path to graduation.
Not only can many non-mathematically inclined students struggle with passing remedial and advanced courses, but it is also a waste of time and energy that should be put toward classes that are relevant to their interests and majors.
For students interested in communications, arts, languages, or any other pathway that has nothing to do with statistics, their time, money and energy is better spent elsewhere.