Reform efforts are focusing on integrating the most appropriate gateway math course (Ex. College Algebra or Statistics 1) with a major, allowing students to acquire relevant content knowledge and reduce unnecessary course-taking. The integration of gateway math into majors is also impacting which developmental math course a student may need to take.
National representative data suggest that the percentage of students who have declared a major and take remedial developmental math courses in their first-year have decreased substantially for all majors but one. This brings questions as to why this is the lived experience for Education majors. This Points of Interest sheds new light into national trends on remedial math course-taking by declared major varies.