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— New Brief from LearningWorks Calls for Alignment and Coherence

March 23rd 2016 - News Release

“Misalignment and policy incoherence can place needless obstacles in students’ way. Disjointed pathways create barriers to college access and completion, costing students and the state both time and money. The recommendations in this policy brief focus on how the state and its education systems must work together to eliminate those barriers.”

Quantitative Leap:
How Math Policies Can Support Transitions To and Through College 

 

California’s education systems need to revamp their math policies, according to a new policy brief by policy analyst Pamela Burdman. Better coordinated policies will ensure that students face fewer arbitrary barriers to success. Focused on ways of ensuring that more students can take required college-level math courses upon college enrollment, the brief homes in on three obstacles – dueling definitions of quantitative reasoning proficiency, inaccurate measures of quantitative reasoning, and insufficient opportunities to attain quantitative reasoning – and presents a new vision for how the education systems can work together to devise better policies and more opportunities for students to attain the quantitative reasoning skills they need for college and for life.

 

LearningWorks has released, Quantitative Leap: How Math Policies Can Support Transitions To and Through College. This policy brief was developed as an outcome of Testing and Beyond: The Future of College Math Placement in California, a November 2015 summit hosted by LearningWorks.

 

Click here to view the full brief.
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