Innovating High School Math through K-12 and Higher Education Partnerships
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| Title: | Innovating High School Math through K-12 and Higher Education Partnerships |
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| Language: | English |
| Authors: | Reed, Sherrie, Bracco, Kathy, Kurlaender, Michal, Merritt, Cassandra, Stanford University, Policy Analysis for California Education (PACE) |
| Source: | Policy Analysis for California Education, PACE. 2023. |
| Availability: | Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Sponsoring Agency: | College Futures Foundation Institute of Education Sciences (ED) |
| Contract Number: | R305E150006 |
| Document Type: | Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education Grade 12 Elementary Education Elementary Secondary Education |
| Descriptors: | Higher Education, Partnerships in Education, Mathematics Education, High School Students, Advanced Courses, Grade 12, State Aid, Financial Support, Philanthropic Foundations, Equal Education, Outcomes of Education, Mathematics Teachers, College Preparation, Access to Education, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | California |
| Abstract: | Despite clear evidence of the benefits of taking advanced math courses in high school, access to and success in these courses are not experienced equally. Only about half of California high school seniors enroll in an advanced math course, and nearly one-quarter of seniors do not take any math. To increase equitable access to advanced math, six partnerships between university faculty and high school math specialists have developed advanced innovative math (AIM) courses as viable alternatives to traditional 12th-grade math courses. This report highlights the ways in which these partnerships demonstrate and benefit from the common features of successful intersegmental partnerships including: (1) investment of state resources; (2) shared purpose; (3) commitment to equity; (4) community building; (5) capacity development; and (6) improved educational outcomes. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED628238 |
| Database: | ERIC |
| Abstract: | Despite clear evidence of the benefits of taking advanced math courses in high school, access to and success in these courses are not experienced equally. Only about half of California high school seniors enroll in an advanced math course, and nearly one-quarter of seniors do not take any math. To increase equitable access to advanced math, six partnerships between university faculty and high school math specialists have developed advanced innovative math (AIM) courses as viable alternatives to traditional 12th-grade math courses. This report highlights the ways in which these partnerships demonstrate and benefit from the common features of successful intersegmental partnerships including: (1) investment of state resources; (2) shared purpose; (3) commitment to equity; (4) community building; (5) capacity development; and (6) improved educational outcomes. |
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