Beginning and intermediate algebra courses constitute an invisible brick wall, an academic hurdle for students striving to complete associate degree programs and or transfer from two-year to four-year institutions. Too often, the barrier has been ignored by educators situated in San Diego community colleges, while underserved, underrepresented students struggle against odds seemingly designed to impede student success. This paper employs an autoethnographic approach to examine factors that construct, influence, and perpetuate the invisible brick wall to advocate removing cumulative final examinations in beginning and intermediate algebra curricula as a socially equitable solution meant to improve academic outcomes for students in higher education.
