School districts may want to consider developing alternatives to traditional math-course sequences in order to better serve students and improve access to advanced math courses, according to a new report published by PACE.

Only half of all California high school seniors enroll in an advanced math class, despite evidence that enrolling in 12th grade math has a positive impact on college eligibility and success, according to the report.

“Moreover, we note substantial inequalities in senior-year math enrollment and performance by race/ethnicity and socioeconomic status,” the authors write. “Given that a recent study of Los Angeles Unified School District high school graduates found that enrollment in a math course during 12th grade has a positive impact on college eligibility, enrollment, and persistence, this descriptive evidence raises deep concerns over uneven access to educational opportunities in math among California students.”

The report highlights six partnerships between higher education and K-12 that developed advanced innovative math (AIM) courses as viable alternatives to traditional 12th-grade math courses.

Taking these courses — which include Data Science and Quantitative Reasoning — was shown to increase the likelihood that students will complete course requirements for CSU or UC eligibility by 3–10 percentage points, according to the report. Case studies on each of the six partnerships details AIM course enrollment data, teacher perspectives and analysis on student outcomes.

“In addition to improving access to traditional advanced math courses for underserved students, there are important opportunities for school districts to adopt new courses that may better serve students whose postsecondary goals do not require Calculus,” the authors state in their conclusion.

Read the report at https://edpolicyinca.org/publications/innovating-high-school-math-through-k-12-and-higher-education-partnerships.

CUE has announced the winners of its annual CUE Awards, which recognize CUE members who have made extraordinary contributions to the education profession. This year’s winners include ACSA members Sophia Mendoza and Brian Wise, who were recognized along with other award recipients during the Spring CUE Conference.

Mendoza is director of the Instructional Technology Initiative at Los Angeles USD. She received the CUE Administrator of the Year Award, which recognizes an administrator who has made a noteworthy contribution to promoting educational technology within his/her school/district/region. This award is presented to an administrator who demonstrated strong support for the belief that all students can excel academically, exceptional leadership in finding ways that technology benefits teaching and learning, a commitment to educational quality, student achievement, and professional growth, and creativity and innovation in building a learning environment that promotes ongoing risk-taking and exploration.

Wise is the education technology specialist with Ceres USD. He was recognized with the CUE Affiliate Leader of the Year Award in celebration of his contributions and service to his local affiliate, Central California CUE. Affiliate leaders have helped grow and strengthen their affiliate and affiliate programs.

CUE, Computer-Using Educators, is a nonprofit educational corporation founded in 1978.