Press Release

‘Voices on Math Readiness’ explores myriad challenges facing students and educators; offers ideas for instructional, institutional, and systemic change

‍Media contact:
Evan Nowell
evan@justequations.org

BERKELEY, Calif., Aug. 18, 2026—Following the release of a campus work group report from the University of California San Diego late last year, a host of hyperbolic headlines about a national “math crisis” have unfairly placed much of the blame on underprepared students.

While there’s no question that students across K–12 and higher education systems are facing significant challenges in math, among other subjects, looking at the issue through a student-deficit lens distorts reality. Improving math preparation is far more complex than many news reports and opinion articles have suggested, and requires closer examination—and collaborative problem-solving across systems.

“Our new series, ‘Voices on Math Readiness,’ is designed to deepen understanding of math preparation by uplifting the perspectives of those who are doing the daily work of fostering and improving math learning for all students,” writes Just Equations Executive Director Pamela Burdman in the series introduction.

The collection of commentaries explores key aspects of preparation for college-level math—from placement practices to instructional innovations—with nuance, offering incisive analyses and promising ideas to address this systemic issue without compromising rigor or leaving any students behind.

Leading off the series, Akil Bello explores the “deceptive precision” of standardized testing, noting several reasons to be skeptical about assessments that claim to measure students’ math skills. And Federick Ngo examines the ways in which college placement practices can force students with the potential for college success into “math traps.”

Additional commentaries will be published over the next month from educators across California’s K–12 and higher education systems:

• Jorge Torres highlights how Compton Unified School District expanded college math readiness through A–G courses, four years of high school math, dual enrollment, and more.
• Babette Benken and Kagba Suaray explore how Cal State Long Beach cultivated communitywide partnerships to increase student engagement and improve math preparation.
• Michal Kurlaender explains what we know from the research on dual enrollment about its potential for making math outcomes more equitable.
• Jesus Oliver and Sagar Shah focus on how Cal State East Bay redesigned calculus in collaboration with students, piloted self-placement, and equalized outcomes for students of color.
• Tammi Marshall showcases Cuyamaca College’s success with corequisite calculus and the impact on students—in their own words.
• Roberto Rubalcaba shares how he uses music and food to bring math to life and set students up for success in STEM degrees at San Diego City College.

“We hope the series will lead readers to question and reflect on the assumptions they bring to the question of math readiness and to consider new approaches. The stakes are high, as math skills will power their—and our collective—future,” says Burdman. 

Alongside the written commentaries, Just Equations will host conversations with series authors to further explore their ideas and engage in dialogue with key stakeholders. The series’ first virtual event, “Voices on Math Readiness: Deconstructing Gatekeepers & Math Traps," will be held on Aug. 26 at 1 p.m. PDT. Registration is open and completely free.

Read the series introduction and lead-off commentaries from Akil Bello and Federick Ngo. 

Bookmark the series so you hear all the voices on math readiness.

‍This series is funded by the College Futures Foundation.

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About Just Equations 

Just Equations reconceptualizes the role of mathematics in ensuring education equity for students. An independent resource on the equity dimensions of math education in the transition from high school to college, Just Equations advances evidence-based strategies to ensure that math policies give all students the quantitative foundation they need to succeed in college and beyond.