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.

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.