Network for Collective Action
The Launch Years Math Organizations Leadership Network (LY-MathLN) consists of key leaders and content experts from national organizations interested in mathematics and statistics education. The Charles A. Dana Center at The University of Texas at Austin convened the network to determine actions for its organizations in order to make changes on a big scale and equip their collective membership to act as local change agents.
Call to Action Statement
The Launch Years Math Organizations Leadership Network (LY-MathLN) calls on the mathematics, statistics, and education communities to work to improve the mathematics experiences and outcomes for students in their last two years of secondary and first two years of postsecondary education. LY-MathLN advocates for policies, practices, and structures that enable students to transition seamlessly through their PreK–12 and postsecondary mathematics experiences, and their entry into fulfilling careers and active participation in our data-driven society.
The network determined that a unified message from their organizations was critical to share their vision and support for the continued work needed to improve the mathematics experiences and outcomes for students transitioning from high school into postsecondary education.
The resulting Call to Action statement above, and the six supporting recommendations, mobilize action across sectors and stakeholder groups to improve the experiences and outcomes for students transitioning from high school into postsecondary education.
Explore the Recommendations
Each recommendation in the Call to Action begins with a general statement to the collective community stakeholders and includes guidance for analysis of relevant aggregated and disaggregated data. A description of the expected result follows, and specific actions to enact each recommendation are listed for distinct stakeholder groups.
Explore each recommendation more thoroughly, with additional tools and resources, at the pages linked below. You can also explore all recommendations for a partciular stakeholder group.
Recommendation 1: Promote rigorous mathematics and statistics pathways from the junior year of high school through postsecondary education (e.g., the algebraic path, statistics, quantitative reasoning), leading to equitable opportunities that support students’ diverse interests and goals.
Recommendation 2: Build policies, practices, and structures that open access to high-quality mathematics and statistics education for all students.
Recommendation 3: Provide time, space, and opportunities for educators to engage in professional learning that promotes equitable, evidence-based teaching and learning in mathematics and statistics.
Recommendation 4: Promote formative assessment practices specific to mathematics and statistics that further learning, promote students’ growth and self-assessment, inform instruction, and develop teachers’ knowledge of curriculum and instruction.
Recommendation 5: Provide support—rather than remediation—for students, especially those who have been historically underserved, to engage in grade- or course-specific mathematical and statistical content.
Recommendation 6: Promote equitable partnerships among education professionals, students, families, and the community to ensure that all stakeholders understand and are invested in students’ options and growth.