Just Equations reconceptualizes the role of math in ensuring educational equity.About Us
Innovative high-school math courses have the potential to engage students who may be turned off by traditional math instruction. Increasingly, high schools are offering rigorous courses such as data science, statistics, and discrete math in addition to the standard algebra-to-calculus sequence. Does taking this type of course improve or curtail students’ postsecondary opportunities? This webinar in our Architects of Math Opportunity series highlighted new research that begins to answer this important question.
As colleges and universities work to create racially inclusive student bodies without race-conscious admissions practices, the outsize role that mathematics plays in restricting college access needs more attention. We need to make sure that access to college as well as to STEM careers is driven by students’ potential, not by their race or other background characteristics.
Pamela Burdman, Just Equations’ executive director, penned an op-ed on math evolution that was published by The Hechinger Report. The op-ed advocates for up-to-date math education to prepare and engage students in the ways mathematics is being used today in many fields and industries.
Melodie Baker, Just Equations’ national policy director, was recognized in a Los Angeles Times article for her work on expanding math opportunity for students who lack access to advanced math courses. The Times article highlights the recent decision by the California Institute of Technology to provide alternative routes to proficiency in calculus, physics, and chemistry for students who don’t have access to those courses in high school.
Just Equations founder Pamela Burdman was quoted in U.S. News & World Report in an article about the role of high school calculus in college admissions and postsecondary success. The article, about how calculus and other high-level math courses can help students succeed in college, also cites A New Calculus for College Admissions, Just Equations’ report on admissions officers’ views on high school math course-taking.
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