Dr. Marla A. Sole
In “Streamlining Time Spent in Alternative Developmental Mathematics Pathways: Increasing Access to College-Level Mathematics Courses by Altering Placement Procedures,” a study published by the Journal of Mathematics Education at Teachers College in July 2020, Associate Professor of Mathematics Dr. Marla A. Sole shows that placement in longer mathematics pathways to potentially boost remedial skills can actually impede student success. In addition to supporting and extending past findings that developmental work integrated into mathematics courses could hinder a student’s ability to accumulate credits and graduate in a timely manner, Dr. Sole has found that students in accelerated mathematics pathways accumulated more credits after one and two years of college, significantly increasing the likelihood of earning an Associate degree in two years. Supported by PRIME: Project for Relevant and Improved Mathematics Education, the research also demonstrated a statistically significant likelihood that students with strong high school averages but deemed non-proficient in mathematics earn grades of B- or higher in accelerated statistics pathways. This result has particularly important implications for curriculum developers, educators, and those who play a role in setting educational policies as they debate placement in remediation, which is a pertinent issue of equity and civil rights within higher education.
Dr. Sole’s latest contribution builds on her past work linking statistics and mathematical pedagogical practices with educational policies. She holds a doctorate in mathematics education from New York University and has authored numerous articles in statistics and mathematics education journals, including the Journal of Statistics Education, Mathematics Teacher, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, and the Journal of Mathematics Education at Teachers College. The New York Times and Wall Street Journal have frequently published her letters to the editor on a range of educational issues.
Dr. Sole has taught a wide range of pure and applied mathematics courses, created online statistical modules as part of a grant funded by the National Science Foundation, developed a course in Quantitative Reasoning, supervised a senior thesis in Mathematics Education, and collaborated with colleagues to examine how to create streamlined successful mathematics pathways through a Teagle Foundation grant. She is the recipient of NYU’s Mitchell Leaska Dissertation Research Award, NYU’s Graduate Student Organization Outstanding Student Star Award, WCC’s Adjunct Faculty Excellence in Teaching Award, and the 2018 Guttman Provost’s Award for Outstanding Scholarship. Dr. Sole is also an elected member of two international honor societies: Pi Lambda Theta and Kappa Delta Pi.
