Harvard’s Remedial Math Course Highlights Test-Optional Policies’ Consequences

Harvard’s Remedial Math Course Highlights Test-Optional Policies’ Consequences

At Harvard University, a year-long remedial math course aims to address a significant deficit in foundational skills. As students navigate this course, many argue that the COVID-19 pandemic has exacerbated these deficiencies. However, some critics, including New York Post columnist Rikki Schlott, assert that eliminating standardized testing is primarily responsible for such skill gaps.

Schlott argues that the absence of SAT and ACT scores in college applications has allowed students with inadequate math skills to go unnoticed. She recently expressed her concerns in an opinion piece, stating that the university should have anticipated these challenges.

According to Schlott, college readiness examinations, particularly the SAT, play a crucial role in determining long-term academic and career success. The College Board, which administers the SAT, emphasizes the importance of these assessments in preparing students for their future.

The Impact of Standardized Testing Policies

Schlott argues that if students’ mathematical skills had been evaluated through standardized testing, the need for remediation might have been significantly reduced. She critiques an academic narrative that views standardized tests as antiquated and rooted in systemic racism. This perspective suggests that abolishing such tests can help dismantle barriers that historically marginalized groups face in accessing higher education.

In a 2021 article from the National Education Association, the origins of standardized testing are scrutinized. Activist Ibram X. Kendi described standardized tests as a mechanism designed to degrade the abilities of Black and Brown students while excluding them from premier educational institutions.

Consequences of the Pandemic on Education

Harvard’s Director of Introductory Math, Brendan A. Kelly, acknowledged the challenges posed by the pandemic. He stated that the skill gaps among students developed during remote learning and prolonged absences are indeed significant. Kelly believes that the remedial math course serves as a necessary step for students as they aim to meet their educational aspirations.

“Students don’t possess the skills we anticipated at this stage,” Kelly explained. “This situation results in varied trajectories in students’ mathematical progress.”

This issue of skill deficiency is a widespread concern. According to educational reports, students have experienced marked declines in both reading and math scores, which have not yet recovered since the pandemic began. These declines correlate to the challenges stemming from remote learning and school closures.

Harvard’s Response to Skill Gaps

The newly instituted remedial course, designated Math MA5, is designed to help students bridge the skill gap. The course meets five days each week, providing structured support aimed at reinforcing foundational topics such as algebra, geometry, and quantitative reasoning. This support structure is intended to prepare students for the subsequent regular math courses.

According to the university’s website, the program aims to