— Webinar Series # 4: Quantitative Leap How Math Policies Can Support Transitions To and Through College

October 11th 2016 - News Release

2016-10-11_0840

Quantitative Leap: Webinar 4
Webinar 4 – Seizing Twelfth Grade to Improve Math Readiness: Senior-Year Transition Courses
October 27, 11:00am – 12:15pm Pacific (2pm – 3:15pm Eastern)

 

Faced with high proportions of students needing remedial math courses in college, education systems across the country are prioritizing the goal of improving college readiness. Approaches include both strengthening K12 instruction and improving alignment with postsecondary expectations. One relatively new strategy that combines these approaches and links postsecondary institutions and K12 school is the design of senior-year transition courses. These courses aim to ensure students are ready for the demands of college-level math courses. Join us to hear from researchers and practitioners about efforts to implement transition courses and their success to date.

 

For more information, and to register click here.

 

Featuring:
Neal Finkelstein, Senior Research Scientist, WestEd
Angela Boatman, Assistant Professor of Public Policy and Higher Education, Vanderbilt University
Elisabeth Barnett, Senior Research Associate, Community College Research Center, Teachers College, Columbia University
Pitt Turner, Mathematics Professor, Sierra College

 

Host:
Pamela Burdman, Education Policy Analyst, Opportunity Institute Fellow

 

If you missed the previous webinars in the Quantitative Leap! series, you can find them here:
Webinar 1 on state-level efforts to transform postsecondary mathematics
Webinar 2 on new placement policies designed to address the limitations of commonly-used placement test
Webinar 3 on the links between high school math course-taking and college readiness

 

The Quantitative Leap! Series is an outgrowth of the Quantitative Leap policy brief by Pamela Burdman recommending three strategies for ensuring that math policies support college success: (1) ensure that quantitative reasoning requirements are evidence-based and reasonably consistent across educational systems, (2) rely on evidence to ensure validity and efficacy of placement tests and measures, and (3) improve quality, availability, and variety of high school courses that prepare students to be college ready in math. The brief and webinar were supported by LearningWorks and the Opportunity Institute with funding from the Irvine Foundation, College Futures Foundation, and the California Education Policy Fund.

The Opportunity Institute is a non-profit organization that promotes social mobility and equity by improving outcomes from early childhood through early career. We focus on education and the related social policies that make true educational opportunity possible.
LearningWorks is an Oakland-based partnership that aims to strengthen student achievement in community colleges by facilitating, disseminating, and funding practitioner-informed recommendations for changes at the system and classroom levels, as well as infusing these strategies with statewide and national insights.

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