Blog

With Head Start identifying ways to improve math instruction to fulfill its mandate of helping “children build the skills they need to be successful in school and life,” why is it the case that, as these students continue on with schooling, their options for math coursework that is responsive to their interests—and the ever-changing world around them—begin to narrow? 

As a young community college student looking to earn a bachelor’s degree, I knew transferring to a four-year university was my ticket to success. But I was not prepared for the massive hurdles I would face along the way. 

Math skills taught in today’s classrooms have the potential to solve problems and change our future. From models used to predict public health outcomes to data that drive apportionment of legislative seats, the importance of using math for the collective good needs to inform our debates about math content, instruction, and assessment.

Did you know that, in 2019, about 16 percent of that year’s high school graduates had taken calculus? The 16 percent figure is known thanks to a transcript study periodically conducted by the National Assessment of Educational Progress (NAEP). This data source and others Just Equations has relied on may not continue to be available, given recent cuts to the U.S. Department of Education.

At Just Equations, we advocate for policies grounded in facts, not ideology. It is concerning that some of the recent presidential executive orders seem to be rejecting not just empathy, but also evidence. Rather than focus on labels such as “diversity” and “equity,” policy decisions should focus on practices that strengthen our economy, foster innovation, and lead to better social outcomes for all.