Advocacy Corner: High School Math Pathways---Ohio's Pathway to Equity
Abstract
The authors summarize changes underway in Ohio’s high school mathematics curriculum that provide alternatives to high school Algebra II and beyond. The authors share historical background of the current secondary level mathematics curriculum, the rationale for alternative pathways for Ohio’s mathematics students, and the plan for implementing these pathways in Ohio schools.References
American Mathematical Association of Two-Year Colleges. (2014, November 15). Position on the appropriate use of intermediate algebra as a prerequisite course. Retrieved from https://amatyc.site-ym.com/page/PositionInterAlg
Bressoud, D. (2015, October). Insights from the MAA National Study of College Calculus: Studentswho succeed in high school calculus become discouraged and quit in college. Why? MathematicsTeacher 109(3), 179–185.
Bressoud, D., Mesa, V., & Rasmussen, C., (eds.) (2015).Insights and Recommendations from the MAANational Study of College Calculus. MAA Press.
Boaler, J. (2016).Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.
Burdman, P. (2019, June 27). Re-thinking the role of Algebra 2 in college readiness. Just Equations. https://justequations.org/news/rethinking-the-role-of-algebra-two/
Burdman, P. (November 2018). The Mathematics of opportunity: Rethinking the role of math ineducational equity.Just Equations. Retrieved from https://justequations.org/wp-content/uploads/je-report-r12-web.pdf
Carnevale, A. P., & Desrochers, D. M. (2003).Standards for what? The economic roots of K–16 reform.Princeton, NJ: Educational Testing Service.
Charles A. Dana Center. (2020). Launch Years: A new vision for the transition from high school to postsecondary mathematics. Austin, TX: Author. Retrieved from https://www.utdanacenter.org/sites/default/files/2020-03/Launch-Years-A-New-Vision-report-March-2020.pdf
Charles A. Dana Center. (2019). Launch Years: The case for mathematics pathways. Austin, TX: Author. Retrieved from https://dcmathpathways.org/sites/default/files/resources/2019-03/CaseforMathPathways_20190313.pdf
Charles A. Dana Center. (2018). Prevalence of students changing to STEM majors: Implications for mathematics pathways. Retrieved from https://dcmathpathways.org/sites/default/files/resources/2018-01/STEM-transfers-brief%5B1%5D.pdf
Charles A. Dana Center ̇(2015). A call to action to expand access to statistics. Retrieved from https://dcmathpathways.org/sites/default/files/resources/2017-05/Call%20to%20Action%20to%20Expand%20Access%20to%20Statistics.pdf
Chmura, C. (2018, July 1). “Economic impact: Statistics, not calculus, more in demand by employers.Richmond Times-Dispatch. Retrieved from https://richmond.com/business/economic-impact-statistics-not-calculus-more-in-demand-by-employers/article_39129efb-3103-519b-bd10-eb4ec47e8fca.html
Daro, P. & Asturias, H. (2019). Branching Out: Designing high school math pathways for equity.Just Equations. Retrieved from https://justequations.org/wp-content/uploads/Just-Equations-2019-Report-Branching-Out-Digital.pdf
Department of Education (2018). A Link in the STEM Pipeline: Taking Algebra Early. Retrieved fromhttps://www2.ed.gov/datastory/stem/algebra/index.html
Edsource. (2012, February). Passing when it counts: Math courses present barriers to student success in California community colleges. Retrieved from https://edsource.org/wp-content/publications/pub12-Math2012Final.pdf
Foley, G. & Wachira, P. (2021, Spring). From gatekeeper to gateway: The role of quantitative reasoning.Ohio Journal of School Mathematics 87(1), 29–36.
Ganga, E. & Mazzariello, A. (2018). Math pathways: Expanding options for success in college math..Retrieved from https://www.ecs.org/wp-content/uploads/Math-Pathways-Expanding-Options-for-Success-in-College-Math.pdf
Gojak, L. M. (2013, December). President’s Message: Summing Up.Retrieved from https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Algebra_-Not-_If_-but-_When_/
Gordon, S. P. (2008). What’s wrong with College Algebra?Primus, 18(6), 516–541. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/10511970701598752
Huang, M. (2018, January). 2016-2017 impact report: Six years of results from the Carnegie Math Pathways. Palo Alto, CA: Carnegie Foundation for the Advancement of Teaching. Retrieved from https://storage.googleapis.com/cmp-wordpress-public-uploads/1/pathways_descriptive_report_january_2018.pdf
Jeffrey, A. & Jimenez, L. (2019, September 19). Math pathways: The way forward. Washington D.C.:Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education-k-12/reports/2019/09/19/474645/math-pathways/
Klein, D. (2002). A Brief History of American K-12 Mathematics Education in the 20th Century.Mathematical Cognition: A Volume in Current Perspectives on Cognition, Learning, and Instruction. Boston, MA: Information Age Publishing, 175–225.
Knudson, K. (2015, November). The rush to calculus is bad for students and their futures in STEM.The Conversation. Retrieved from https://theconversation.com/the-rush-to-calculus-is-bad-for-students-and-their-futures-in-stem-49746
Lee, J. (2006). Tracking achievement gaps and assessing the impact of NCLB on the gaps: An in-depth look into national and state reading and math outcome trends.Cambridge, MA: Harvard University.
Just Equations. (2019).Redesigning the mathematics opportunity: Principles of equitable math pathways toand through college. Retrieved from https://justequations.org/wp-content/uploads/design_principles_v1.pdf
Logue, A., Watanabe-Rose, M., & Douglas, D. (2016, September). Should students assessed asneeding remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis 38, 578–598. Retrieved from https://eric.ed.gov/?id=EJ1108392
Mathews, J. (2019, December 19). Algebra II just doesn’t add up when you figure how little it means to most students.The Washington Post. Retrieved from https://www.washingtonpost.com/local/education/algebra-ii-just-doesnt-add-up-when-you-figure-how-little-it-means-to-most-students/2019/12/15/1fabc4e8-1c7f-11ea-8d58-5ac3600967a1_story.html
Miller, S. & Walls, J. (2021, Summer). The case for Ohio’s mathematical modeling and reasoningcourse.Ohio Journal of School Mathematics 88(1), 1–7.
National Council of Teachers of Mathematics. (2018).Catalyzing Change in High School Mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (1970). A History of Mathematics Education in the United States and Canada. Reston, VA: Author.
Ohio Department of Education. (2019). Each child, our future: Ohio’s strategic plan for education:2019-2024. Retrieved from http://education.ohio.gov/getattachment/About/EachChildOurFuture/Final-Strategic-Plan-Board-Approved.pdf.aspx?lang=en-US
Ohio Mathematics Initiative. (2014, March).Rethinking postsecondary mathematics: Final report of the Ohio Mathematics Steering Committee. Retrieved from https://www.ohiohighered.org/sites/ohiohighered.org/files/uploads/math/MATH-REPORT_FINAL_4.22.14.pdf
Sparks, S. (2018, May). Calculus Is the peak of high school math. Maybe it’s time to change that:A world drowning in big data requires students who can interpret it, scholars say. Ed Week. Retrieved from https://www.edweek.org/teaching-learning/calculus-is-the-peak-of-high-school-math-maybe-its-time-to-change-that/2018/05
Su, F., (2020).Mathematics for human flourishing. New Haven, CT: Yale University Press
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Lynne Pachnowski, Anna Cannelongo
