Math data missing an 'equals' sign

I WOULD like to acknowledge the recent article "Many hub graduates struggle in college" (Page A1, Jan. 19), regarding the number of local students who struggle with the transition from high school to higher education.

I found it compelling, however, that the author focused on the high percentage of students who require math remediation. The frequency with which math education is used as an example of declining educational outcomes warrants careful consideration.

Several recent articles in the Globe and elsewhere have highlighted the difficulties that plague math education in our state, including flat MCAS scores and the declining effectiveness of teacher preparation.

Yet it should be noted that Massachusetts students lead the nation in math scores on standardized tests, and that our state has a vast array of institutions of higher education to prepare future teachers.

These facts are consistent with the hypothesis that there is a marked disconnect between high school math preparation and postsecondary math requirements in our state.

They point to the need for leaders to critically reexamine how our measures of math knowledge and skills are aligned with the needs of colleges and universities.

MAHESH C. SHARMA
President Cambridge College