The Mathematics Launch Years Toolkit consists of briefs intended to support districts and higher education systems in streamlining students’ transition from high school to college. The “mathematics launch years” courses in high school refer to the mathematics courses that follow Algebra I and Geometry or their equivalent courses. In launch years courses, students explore mathematics pathways aligned to their programs of study and career aspirations.
The Case for Mathematics Pathways from the Launch Years in High School through Postsecondary Education
Students are often “misprepared” for the mathematics they will need to take in college. This mispreparedness is the misalignment of math course-taking requirements and student aspirations. The first brief in the Launch Years Toolkit examines the changing definitions of college readiness and practices in higher education mathematics that have a positive impact on student completion. It synthesizes this knowledge into four recommendations for K-12 districts, in partnership with higher education, that will improve student preparedness for college.
Defining Content in a Transition to College Mathematics Course at the State or Regional Level
This brief provides a process to facilitate the complex task of developing learning objectives for a mathematics transition course offered in the last year of high school. To determine content for this type of course, K-12 and higher education mathematics faculty should clearly define the mathematical knowledge and skills students will need to succeed in entry-level college mathematics courses.
K–12 and Postsecondary Collaboration to Improve Mathematics Course Alignment: Recommended Process and Case Study
This brief draws on lessons learned from the Dana Center’s many collaborations with the K-12 and higher education sectors on mathematics education for over two decades. It is intended to support the efforts of K-12 and higher education systems level leaders and mathematics faculty leaders to improve K-16 alignment.
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