Skip to main content
Equity. Access. Excellence.

Designing Mathematics Pathways for Equity Conference

All are welcome to attend the upcoming virtual conference, Designing Mathematics Pathways for Equity.

The conference, taking place May 4–6, 2021, will offer you an opportunity to share strategies, resources, and models for designing equitable mathematics pathways. 

If you're involved in designing and implementing the policies, structures, and practices of math pathways, this conference is for you.

While the primary focus will be on the last two years of high school and the transition to postsecondary mathematics, there will be connections from middle school through the first year of college.

Registration Open

Spaces are limited to this virtual conference. Learn more and register here.

Save the Date conference flier


Virtual Conference Speakers 

Equitable Pathways: Anti-Racist Mathematics Education — Tuesday, May 4, 2021

In both high school and postsecondary spaces, mathematics education systems function as gatekeepers, disproportionately shunting Black, Latino, and Indigenous students (and those from other minoritized groups) away from further mathematics and STEM studies. What would an anti-racist mathematics education world look like? What would curricula and instruction include? How could student-teacher-parent interactions promote equitable student experiences? What organizational, administrative, and community structures would be needed?
Plenary Session Leaders: Dr. Nathan Alexander (Morehouse College), Dr. Rochelle Gutierrez (the University of Illinois at Urbana-Champaign), and Dr. Kari Kokka (University of Pittsburgh)
Breakout Session Leaders:  Dr. David Austin (Alliance of Indigenous Math Circles), Dr. Ebony McGee (Vanderbilt University), Dr. Christopher Jett (University of West Georgia), Shraddha Shirude (Seattle Public Schools), and Akin Alston (Engageable Designs, LLC)

Equitable Pathways: Curriculum & Coursework — Wednesday, May 5, 2021

Modernizing the mathematics curriculum has the potential to increase equity, propel students into high-wage, high-skill, and in-demand high value careers, meet the challenges faced by citizens and society. What do successful curriculum innovation projects look like? How do students — especially students of color — experience these new math classes? What can we learn from innovative projects as we work to scale change? 
Plenary Session Leaders: Suyen Machado, Leah Ulloa, and Ding-ay Tadena (Los Angeles Unified School District)
Breakout Session Leaders: Dr. Talitha Washington (Atlanta University Center Consortium [AUCC] Data Science Initiative), Maria Hernandez (retired, North Carolina School of Science and Mathematics), Dr. Lily Khadjavi (Loyola Marymount University), and Stephanie Woldum (Minneapolis Public Schools)

Equitable Pathways: Policies & Structures -— Thursday, May 6, 2021

Achieving a modern equitable mathematics education system requires working across the transition years from high school to higher education, involving K–12 systems, community colleges, and four-year Institutions. Such work presents significant challenges but also opportunities. How should efforts be structured to maximize the possible impact? What organizing work is required to gain the support of important stakeholder groups?
Plenary Session Leaders: Dr. Elisha Smith Arrillaga (Ed Trust–West; as of May 5, Charles A. Dana Center), Dr. Brian Sponsler (Education Commission of the States), and Ryan Reyna (Education Strategy Group)
Breakout Session Leaders: Dr. Lya Snell (Georgia Department of Education), Jonathan Hull (University System of Georgia), Camille Pace (Georgia Highlands College), Lizzy Hull Barnes and Angela Torres (San Francisco Unified School District), Dr. Karen Beard (The Ohio State University), and Pamela Burdman and Francesca Henderson (Just Equations)

This conference is hosted by the Dana Center as part of the Launch Years initiative.