Four-part policy strategy for increasing student access to advanced mathematics and science courses¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends a set of state, federal, and local policy actions to close gaps in advanced course access: annual review of curriculum access, stable funding streams, teacher pipeline supports, and competitive compensation. It states that "key policy strategies for increasing student access to advanced courses include" annual review of rigorous curriculum access, adequate and stable funding, service scholarships and residency programs, and more competitive teacher compensation in high-need fields and schools.

Design Implications¶

Context¶

Requirements¶

• Adequate and stable state and federal funding streams to support materials, technology, aligned curricula, and professional development
• Teacher candidates who gain full licensure in their assigned teaching area permitting the teaching of advanced courses

Constraints¶

• The report notes different compensation approaches may be necessary depending on the particular state, regional, and district context

Target Learners¶

• High school students in schools serving high proportions of students of color and students from low-income families

Target Learning Goals¶

• Access to advanced mathematics and science coursework preparing students for college and career paths

Related Strategies¶

• State and federal policy recommendations: recruit and prepare more candidates, retain new teachers through early-career mentoring, and improve working conditions
• Pursue policy, materials, and professional development changes to restore science as a core content area for all students
• Three strategies for closing advanced coursework participation gaps and retaining students
• Offer a STEM-specific pre-college preparation course emphasizing mathematics and effective learning habits, and expose female high-school students to extra-curricular advanced mathematics

Examples¶

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Key Sources¶

• Leung, M., Cardichon, J., Scott, C., & Darling-Hammond, L. (2020). Inequitable opportunity to learn: Access to advanced mathematics and science courses. Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-course-access