An Analysis of the Math Requirements of 199 CS BS/BA Degrees at 158 U.S. Universities

TL;DR

The paper analyzes math prerequisites across 199 CS BS/BA degrees from 158 U.S. universities to understand variability, the influence of ABET accreditation, and differences between BA and BS pathways. Through public-degree plans and IPEDS-based sampling, it finds near-universal discrete math requirements and wide variation in calculus sequencing, with BA degrees generally requiring fewer math courses than BS degrees. A FIU case study shows that offering a lighter BA pathway can boost retention, diversity, and timely graduation while maintaining comparable employment outcomes. The work discusses ABET-CAC and ACM 2023 guidelines to inform department decisions and advocates separating progression in CS from progression in mathematics to improve access and success in CS.

Abstract

For at least 40 years, there has been debate and disagreement as to the role of mathematics in the computer science curriculum. This paper presents the results of an analysis of the math requirements of 199 Computer Science BS/BA degrees from 158 U.S. universities, looking not only at which math courses are required, but how they are used as prerequisites (and corequisites) for computer science (CS) courses. Our analysis shows that while there is consensus that discrete math is critical for a CS degree, and further that calculus is almost always required for the BS in CS, there is little consensus as to when a student should have mastered these subjects. Based on our analysis of how math requirements impact access, retention and on-time degree completion for the BS and the BA in CS, we provide several recommendations for CS departments to consider.

Figures (2)

• Figure 1: Distribution of total math classes required for BA versus BS degrees in the sample.
• Figure 2: Distribution of total math classes required for ABET accredited and non ABET accredited degrees in the sample.