Is there an irresistible compulsion towards calculus among college admission officers that they find hard to break free from?
Colleges and universities in the United States often view calculus as a key indicator of academic rigor, as it demonstrates that a student has pursued the most challenging mathematics curriculum available at their high school [1][3]. This perception is not only about subject matter but also about signaling a student’s readiness for demanding college coursework.
However, the emphasis on calculus can inadvertently disadvantage students from low-income backgrounds, who often attend high schools with fewer resources and may lack access to advanced math courses [3]. A survey of college admissions officers shows that calculus is highly valued, with 74 percent putting the Advanced Placement calculus course among the top four math courses that carry the most weight [2].
This focus on calculus exacerbates existing inequities in college admissions, as when colleges use it as a proxy for rigor, they implicitly favor applicants from well-resourced schools and backgrounds, potentially overlooking highly capable students who could excel in college but did not have access to advanced coursework [3].
While calculus is most directly relevant to STEM and business fields, its symbolic value extends to non-STEM disciplines. Admissions committees across all majors may view calculus as evidence of a student’s intellectual curiosity and ability to handle challenging material [1][3]. This creates a paradox: students applying to humanities, arts, or social sciences may feel pressured to take calculus not because it directly prepares them for their intended major, but because of the perceived importance in the admissions process.
This policy may misalign incentives and resources, as non-STEM students may spend significant time and effort on math courses that are not central to their academic or career goals, potentially diverting attention from subjects more relevant to their interests. Moreover, the focus on calculus can obscure other important aspects of a student’s profile, such as creativity, writing ability, or engagement in the arts, which are highly valued in many non-STEM fields.
Addressing these inequities requires a more holistic evaluation of student potential and a recognition of the structural barriers that limit access to advanced coursework [3]. University professors in non-STEM fields believe students would benefit from learning more useful math, such as statistics, data analysis, accounting, and spreadsheets [2].
In conclusion, while calculus is considered a proxy for academic rigor in college admissions because it signals a student’s willingness and ability to tackle advanced coursework, especially in STEM and business fields [1][3], this practice disproportionately disadvantages low-income students and can misdirect non-STEM applicants toward coursework that is not central to their academic interests. A more holistic approach to college admissions is necessary to ensure a fair and equitable process for all students.
References: [1] Barshay, J. (2021). High School Calculus: A Gateway to College or a Barrier for Low-Income Students? The Hechinger Report. Retrieved from https://hechingerreport.org/high-school-calculus-a-gateway-to-college-or-a-barrier-for-low-income-students/ [2] Barshay, J. (2021). College Admissions Officers value calculus. But do they need to? The Hechinger Report. Retrieved from https://hechingerreport.org/college-admissions-officers-value-calculus-but-do-they-need-to/ [3] Barshay, J. (2021). The Calculus Debate: Is it a gateway to college or a barrier for low-income students? The Hechinger Report. Retrieved from https://hechingerreport.org/the-calculus-debate-is-it-a-gateway-to-college-or-a-barrier-for-low-income-students/
- Inequality in college admissions is unintentionally heightened by the emphasis on calculus, as students from under-resourced schools often do not have access to advanced math courses, potentially overlooking exceptionally capable students.
- The importance of calculus in education and self-development extends beyond STEM and business fields, as admissions committees across disciplines may view it as a signifier of intellectual curiosity and readiness for demanding coursework.
- To address the inequities in college admissions and ensure a more level playing field for all students, there is a need for a more holistic evaluation of student potential, recognizing the structural barriers that limit access to advanced coursework and acknowledging the significance of creativity, writing ability, and engagement in the arts within non-STEM fields.
