Considerations for Secondary Math Pathways Implementation
Strengthening pathways through secondary mathematics has the potential to benefit individual students and schools as a whole. Planning for the implementation of math pathways requires vision and leadership and must include consideration of the culture, resources, and needs of individual districts. Embracing implementation of math pathways involves administrators and educators collaborating to design mathematics course pathways and curricula that will meet the needs of students in their district.
The resources below include examples of pathways designed by districts in other states and are intended to inform the thinking of districts in Maine as they explore and plan for secondary math pathways.
Math Pathways Resources for Implementation
MSAD11 Strategic Plan
The MSAD11 school district has done in-depth planning, taking a long view on developing and supporting pathways through mathematics for their students.
Read MorePlanning Math Pathway Reform
A brief planning checklist adapted from the Idaho Math Pathways Implementation Guide.
Download the GuideGuiding Student Decisions
This visual shows an example of how to display math course options for students.
Download the FlowchartHigh School Math CORE
Bend-La Pine students are required to earn three credits of high school math based on the 2021 Oregon Mathematics Standards to earn an Oregon Diploma. A common option has been the completion of a sequence of Algebra 1, Geometry, and Algebra II (AGA). The traditional AGA sequence often does not take into account advances in such fields as computer science, data science, and mathematical modeling.
Taking Mathematics from Planning to Normative Practices
This guide was written for higher education leadership teams to guide the math pathways implementation process but many of the strategies and aligned tools are also useful for a district- or school-level leadership team to inform their planning.
Implementing a pathways approach for college students is on the rise as higher education institutions work to combat the persistent problem of low student completion. In general, a pathways approach defines an effective and intentional student experience based on data and best practice. For example, the American Association of Community Colleges (AACC) Guided Pathways Project has led many colleges to seek better definition along a student’s academic trajectory from enrollment to postsecondary completion.
Idaho State Board of Education
The Idaho Math Transitions project supports Idaho high schools offering math courses aligned with college and career interests, with the goal of advancing opportunities in mathematics for students. High school juniors and seniors may take math courses based on their chosen career pathway and maximize dual-credit general education math courses offered by Idaho's public colleges and universities.