In the previous note (24) *<*>, a puzzle is introduced and the institutional manifestation discussed. The puzzle concerns the process through which reformative change may be introduced to institutions and social organizations.  Specific reform of educational processes are sought, in particular we seek reform of educational delivery for minority serving institutions.  In the proposed National Bridge Program *<*> federal funding is sought to provide a bridge between high school students and minority serving institutions, such as Historical Black Colleges and Universities, Hispanic Serving Institutions and Native American Colleges. Such a proposal requires justification, and this justification is provided in our notes, see index.

There is also an individual manifestation to the puzzle.  Students often learn to pretend as if they understand more about college level subjects than they are capable of demonstrating on either standardized tests or on tests based on comprehension.  The puzzle might be resolved when one understands the (conjectured) acquired learning disability *<*>.  This resolution is explanatory, in the sense that science is supposed to explain phenomenon.  We have; it is admitted, a long way to go in establishing the conjecture in a form with sufficient precision to call this conjecture "science".

In the previous note, we also generalize the notion of mechanism.  This generalization attempts to compare social mechanism to those mechanisms thought to be involved in the formation and use of natural language, and to the nature of formal language such as Hilbert mathematics and various inferential logics.  Now we return to this generalization as applied to overcoming the conjectured acquired learning disability. 

Students have actually experienced all of the material that is presented in the two semester college algebra class, while in high school.  One of the, legitimate, origins of individual student protest is based on extensive priori experience with the curriculum contained in the two semester college algebra course of study.

This "experience" is still available to the students, and has two characteristics.  The knowledge is accompanied by confusion regarding this fact or another fact. This confusion are strong points in the barrier that the student experiences.  The discussions with individual students in class, 2008-2009, show a fragmentation of actual knowledge and also an unwillingness to admit to not knowing, while also not being able to respond to questions.  As the engagement phase of the Lifting Strategy begins to be successful, the student's ability to demonstrate comprehension takes hold.

The experience of the existing knowledge is also accompanied by a cultural belief.  Particularly in underserved communities, the individual's culture asserts that this curriculum was not important for "us".  The Lifting Strategy works within this situation by showing the student deep presentations of topics, finding points of confusion and getting clarification on the nature of the confusion, and by allowing the student to control the level of demand that he or she places on him or her self.