Press Release

The troubling trend of declining math proficiency in the U.S. exposes a fragmented education system that’s still reeling from the COVID-19 pandemic and navigating a dismantled Department of Education. 

Amid this challenging environment, numerous states are leading the way forward by redesigning math pathways to ensure students develop the mathematical foundation they need to transition successfully from high school to college.

Just Equations’ new report, Aligned by Design, examines key challenges and opportunities related to aligning math policies across educational systems, highlighting promising efforts between K–12 and higher education systems in five states, including: 

• Course co-design: Georgia redesigned its mathematics course pathways through a collaborative partnership between K–12 and higher education math educators, ensuring that new high school courses align with college entry requirements and workforce readiness goals. 
• Transparent expectations: California K–12 and higher education leaders produced a joint statement to guide high schools and students on the math preparation needed for college success in general and in specific majors.
• Readiness courses: Postsecondary and K–12 leaders in Tennessee have worked together to support high school students in taking four years of math through senior-year readiness courses designed to ensure students are prepared for college-level math.
• Dual enrollment: Through its dual-enrollment program, Utah has dramatically increased senior-year math coursetaking, reduced college remediation rates, and broadened student access to a range of senior-year courses. 
• Aligned admissions: Math faculty, admissions officers, and administrators from Oregon public universities updated their description of the math preparation required for admission to align with a redesign of high school math sequences. 

The report builds on Just Equations’ research on high school math redesign and draws from interviews with education officials working at the forefront of system redesign.

“Our report shows that collaborations across systems are not only possible but are already underway,” said Shakiyya Bland, director of educational partnerships, Just Equations. “Partnerships that develop innovative math courses, align course content with college demands, and offer transparency in college admissions open doors for students who might otherwise face barriers. It’s a new direction for math education in this country.”

The report provides steps that education policymakers can take to foster collaboration across systems and ensure that math courses support seamless transitions, such as:

• Establish and sustain active structures for collaborating
• Invest in research and develop robust K–16 longitudinal data systems
• Support and sustain implementation through professional development
• Provide transparent information and effective advising