If you can't simplify the following operation, chances are the state won't let you graduate from community college:
Algebra problems like this one are at the heart of a dispute over the level of math deemed necessary to earn an associate degree or transfer to a four-year college. Failure to complete intermediate algebra has stumped tens of thousands of California community college students each year, keeping them in a limbo that has sparked increasing criticism of the state's (and much of the nation's) one-size-fits-all math requirement.
How necessary is intermediate algebra, a high school-level course on factoring trinomials, graphing exponential functions and memorizing formulas that most non-math or science students will rarely use in everyday life or for the rest of college? A growing number of educators have challenged this long-held gold standard of math in California, particularly at a time when two-year colleges are under increasing pressure to improve completion rates. More than 3 out of 4 community college students in California cannot pass the placement exam and are forced to take one, two or more semesters of remedial math. Discouraged or frustrated, most drop out before ever earning a degree.
”While the intent has been to raise achievement, the hidden underbelly of high algebra expectations has been swelling enrollment in college developmental (remedial) math," according to a widely cited 2015 report by Pamela Burdman published with LearningWorks and Policy Analysis for California Education. ”The vision of millions of college students spending time and money on high school material is an unsettling one to policymakers, parents, and students alike — even more so as research has revealed that these courses have no positive effects in terms of student success."
Numerous attempts across the state to provide more remedial help or additional tutoring have largely failed. Radically different approaches — focusing on statistics, computer science, data analysis and other curriculum more applicable to say, a political science or psychology major — have been scrutinized for lacking rigor and assurance they'd be accepted at a four-year university. Others argue that intermediate algebra is a necessary path for higher-paying science, engineering and math careers.
”You have math faculty who have been teaching for 35 years and passionately believe in intermediate algebra. And you have new, younger faculty that equally passionately believe in all the new experiments on 'how can we make students more successful?'" Walton said. ”And the trouble is, it often gets cast in terms of, 'watering down' the curriculum and quality."
Some schools, like Pierce College and College of the Canyons, have experimented with programs such as the Carnegie Foundation's Statway and those developed by the California Acceleration Project — courses in statistics and data analysis designed for majors not in math or science as a way to reach college-level quantitative reasoning without getting stuck in non-credit remedial courses or completing a traditional intermediate algebra course. Supporters of this approach have noted that students find the material more engaging — and more immediately useful in following political polls, analyzing sports data or understanding research methodology.
http://www.latimes.com/local/education/la-me-intermediate-algebra-qa-20170630-htmlstory.html
Edit: Did it on paper, then checked my work using an online calculator.
https://www.symbolab.com/solver/pol...2}-25}{x^{2}+5x}\div\frac{xy+6x-5y-30}{5x-15}