Receipt of the Quantitative Reasoning Task Force Report
ATTACHMENT TO AS-3264-16/EX
RESOLVED: That the Academic Senate of the California State University (ASCSU) receive the Quantitative Reasoning Task Force (QRTF) Report (attached); and be it further
RESOLVED: That the ASCSU forward the report to Executive Vice Chancellor Blanchard and request that the Chancellor’s Office join the ASCSU in engaging in and facilitating conversations among appropriate stakeholders about acceptability of and implementation issues with the recommendations provided by the task force; and be it further
RESOLVED: That the ASCSU express its gratitude to the members of the task force and thank them for their work on behalf of public higher education in California; and be it further
RESOLVED: That the ASCSU distribute this resolution and the QRTF report to the CSU Board of Trustees, CSU Chancellor, CSU campus Presidents, CSU campus Senate Chairs, CSU Provosts/Vice Presidents of Academic Affairs, CSU campus articulation officers, California State Student Association (CSSA), Academic Senate for the California Community Colleges, Academic Senate of the University of California, California Community Colleges’ Board of Governors, University of California Board of Regents, Governor Brown, State Board of Education, California Department of Education, the general public (via the ASCSU website).
RATIONALE: The Quantitative Reasoning Task Force (QRTF) was established in response to AS-3230-15/APEP/AA’s call for establishment of a task force to address two fundamental questions.
- Can the pre-requisite content for the CSU GE B4 course be met concurrently with achieving the CSU GE B4 standards?
- What should be the pre- (potentially co-) requisite content for quantitative reasoning and mathematical competency (CSU GE B4)?
The origin of AS-3230-15/APEP/AA was a review of pilot programs seeking to improve developmental mathematics instruction. During that discussion it became evident that there were some inequities in expectations of some entering students and that a more precise definition of quantitative reasoning competencies would facilitate our efforts to remove those inequities.
In addition the ASCSU asked the QRTF to consider the appropriate place of rigorous Computer Science courses in quantitative reasoning. The QRTF was convened in February 2016, met repeatedly over the spring semester and finalized its report in August, presenting it to the ASCSU on September 1.
Because the report is the product of a task force which included, in addition to CSU faculty and administration, elected officials, state policy makers, and representatives from the California Community Colleges and the University of California, K-12 representatives and others external to the CSU, the ASCSU needs to formally accept the report before taking action on the recommendations therein. This resolution is a formal receipt of the report by the ASCSU.
The report will be distributed to the appropriate ASCSU committees for consideration of the recommendations stated therein and will be widely distributed to stakeholders in public education in California. The report will be publicly available via the ASCSU website.
The ASCSU looks forward to further conversations with the various constituencies involved in quantitative reasoning education as we continue our work to ensure that the CSU provides students with the highest quality education while maintaining equitable access for all students.
Approved Unanimously – September 15-16, 2016