Webinar Series # 3: Quantitative Leap How Math Policies Can Support Transitions To and Through

September 13, 2016


Please mark your calendars for October 27 for Webinar 4, Seizing the Twelfth Grade to Improve Math Readiness: Senior-Year Transition Courses. Webinar 3 – High School Math Course-Taking and College Readiness
September 21, 1:00 pm – 2:15pm Pacific (4pm – 5:15pm Eastern)

As education systems in California and nationally consider strategies for improving students’ college readiness, high school math sequences are in the spotlight. How much and what sort of math do students need in high school to be academically prepared for postsecondary education? And what are the implications of changes in higher ed policies for admission, placement, and course pathways? Join us to learn about current research and policy discussions on the connections between high school course-taking in mathematics and readiness for college.

For more information, and to register CLICK HERE.

Sonya Sedivy, University of Wisconsin-Madison, Associate Scientist
Julian Betts, University of California-San Diego, Professor of Economics
Louise Jaffe, Santa Monica College, Trustee
David Barsky, California State University-San Marcos, Associate Professor of Mathematics

Pamela Burdman, Education Policy Analyst, Opportunity Institute Fellow

If you missed the first two webinars, you can find Webinar 1 on state-level efforts to transform postsecondary mathematics here and Webinar 2 on new placement policies designed to address the limitations of commonly-used placement exams here.

Stay tuned for Webinar 4 in October, which will delve more specifically into senior-year transition courses, classes designed to provide a boost for students who otherwise would not be on track to be ready for college-level math.

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.