ERIC Number: ED628238
Record Type: Non-Journal
Publication Date: 2023-Feb
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Innovating High School Math through K-12 and Higher Education Partnerships
Reed, Sherrie; Bracco, Kathy; Kurlaender, Michal; Merritt, Cassandra
Policy Analysis for California Education, PACE
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.
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
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
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education; Grade 12; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: College Futures Foundation; Institute of Education Sciences (ED)
Authoring Institution: Stanford University, Policy Analysis for California Education (PACE)
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305E150006