Decisions about math requirements and expectations will have a major impact on the academic opportunities of millions of students nationally.
In 2015, as schools were transitioning to new “college-ready” standards and assessments for K-12 students, the measures of math readiness used by higher education were in flux. The California State University and California Community Colleges were adding new assessments, and research on the limitations of placement tests was leading some colleges to emphasize students’ high school records in the placement process. This summit, for educators, leaders, and researchers from California high schools, community colleges, and universities examined the intersegmental implications of math placement policies. It was hosted by LearningWorks in collaboration with PACE and several other organizations.
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