A complicated maze of inconsistent math requirements, scheduling barriers, and other confusing policies is narrowing the path to STEM bachelor’s degrees for community college students looking to transfer to four-year institutions.

A Complex Equation: Confronting Math Obstacles on the Transfer Path, a new report from Just Equations, examines the role of math in the transfer process and traces the complex labyrinth of hurdles and barriers students must navigate to meet the requirements for four-year degree programs, especially in STEM fields.

Just 2 percent of students who begin at a community college earn a bachelor’s degree in STEM within six years. This reflects a transfer system that isn’t living up to its promise of expanding opportunity.

An analysis of research literature on transfer policies and practices, combined with dozens of interviews with higher education professionals and students, points to three main math-related obstacles: 

• ‍The gate. Math anxiety related to completing required math courses can complicate transfer for many students—especially those pursuing math-intensive fields. The gatekeeping role of math prerequisites is especially problematic given the limited research on the validity of those prerequisites.
• ‍The maze. The complexity, inconsistency, and opacity of math requirements make the transfer experience difficult and inefficient. ‍
• The pace. Course scheduling challenges can also delay progress and lengthen time to degree as students seek to complete math sequences. 

“The transfer path to STEM degrees should be widening, not narrowing, especially for underrepresented students,” says Pamela Burdman, executive director of Just Equations and a co-author of the report. “Changing the status quo is difficult, but consistent and transparent statewide math requirements, as well as student-centered instructional and support strategies, would go a long way toward removing transfer barriers.”