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The valid fear of creating an alternate “separate but equal” route through math provides an important caution: Don’t use new math pathways to exacerbate inequity in STEM.

Fifty years ago, when university mathematics department chairs were surveyed about whether math should be a graduation requirement, only 15 percent said yes. Today, math requirements—sometimes referred to as “quantitative reasoning requirements”—are the norm at universities across the country.

Although today’s technology-rich environment has changed the way math is used in many fields, college admission still relies heavily on decades-old math expectations, viewing calculus on a transcript as a gold standard while slighting other rigorous math offerings.

College Calculus courses are widely-known as “weed-out” courses, and literature reviewed in Just Equations’ recent report—by myself, Melodie Baker and Francesca Henderson in partnership with the California Education Learning Lab—substantiates that reputation. But what can colleges do to better support students taking Calculus and pursuing an interest in STEM?

College calculus courses have long been viewed as weed-out courses. Unfortunately, that reputation is all too accurate, as we found in research for Just Equation’s latest report. At the same time, we uncovered numerous promising strategies for ensuring calculus instruction can nurture a more diverse generation of math and science talent in California and beyond.