The names of many high school math courses don’t accurately reflect the courses’ contents, according to a U.S. Department of Education review of almost 18,000 high school students’ records and textbooks.
“We have heard about grade inflation. Now we have course title inflation,” said Linda Rosen, chief executive officer of Change the Equation, a coalition of business leaders pushing higher math and science standards. “Learning the course titles don’t have much meaning in terms of high expectations and rigor is quite problematic. It’s counterproductive if we provide impressive names but rather meaningless transcripts.”