Algorithms. AI. Data. The way we use math is changing rapidly, and it is imperative that students learn the data skills necessary to succeed in and contribute to our ever-evolving society.

At least half of U.S. states are now part of a movement to redesign high school math to give students access to advanced, modern math courses that teach the real-world skills they need, according to Beyond Algebra: High School Math for a New Generation, a new report by Just Equations, a policy institute focused on expanding math opportunity.

Just Equations surveyed mathematics leaders around the country and found that the vast majority of the 22 states whose leaders responded were actively planning or already implementing redesigned high school math pathways. 

Here are the top redesign goals from those states:

• Align the mathematics curriculum with students' college and career interests (93 percent)
• Address changing needs of the 21st century, particularly in relation to data and technology (89 percent)
• Tackle disparities in access to advanced math courses for underserved students (82 percent)

Math leaders also said they were motivated to enhance student engagement, self-efficacy, and interest in math, as well as ensure that more underserved students have transcripts that meet university admissions standards. 

“Redesigning math education to prioritize student-centered learning, collaboration, and exploration makes math more relevant and engaging, and also equips students with the essential tools they need to thrive in an increasingly data-driven world,” said Shakiyya Bland, Just Equations’ math educator in residence and co-author of Beyond Algebra.  “It’s critically necessary that educators and policymakers integrate data literacy into math education and actively work toward dismantling inequitable structures to ensure that all students have equal opportunities for success.”

Beyond Algebra also makes recommendations for states and districts to consider as they update their high school math policies to benefit all students. These recommendations include:

• Expand opportunities for all high school students to take four years of math, with a variety of course options
• Build consensus on modernizing traditional math courses such as Algebra II
• Provide multiple routes to advanced math for qualified students across race

The typical high school math sequence of Algebra/Geometry/Algebra II dates back 130 years. Students deserve more options for rigorous courses, more alignment between high school courses and college admission requirements, and, perhaps most importantly, equitable preparation for success in college and beyond.