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Enhancing Access to Advanced Math: The Impact of the Calculus Project

BROOKLINE, Mass. — On a steamy, overcast morning in July, while many peers enjoyed their summer break, a group of 20 rising 10th graders in Lisa Rodriguez’s class at Brookline High School focused intently on mastering exponents and radicals.

Ames, a senior who previously took Algebra II Honors with Rodriguez, was volunteering as a peer leader for the summer program. She approached a fellow student who appeared to be struggling with a math problem, offering assistance and encouragement.

The class in which Rodriguez teaches is part of a summer initiative by the Calculus Project, a nonprofit organization based in Massachusetts. Founded at Brookline High in 2009, the project has expanded its reach, currently supporting around 1,000 students across 14 districts. Its mission is to facilitate the completion of advanced math courses, including calculus, for students beginning their journey as early as seventh grade.

The program is particularly aimed at addressing the needs of students who have been historically underrepresented in advanced mathematics, including those who are Black, Hispanic, and from low-income backgrounds. This focus is seen as a critical factor in enhancing their opportunities for admission into prestigious colleges and securing rewarding career paths. In a landscape where some educational systems are reducing advanced math requirements under the banner of equity, the Calculus Project believes that these students can thrive if they receive adequate exposure and support to high-level content in a summer setting, alongside their peers.

The necessity of programs like the Calculus Project has been underscored by the challenges faced by underrepresented students during the pandemic. Studies reveal that these groups experienced particularly steep declines in their math performances. Moreover, recent Supreme Court rulings regarding affirmative action have heightened concerns among educators about how inequities in math education may limit the diversity of student bodies in colleges.

“Only 10% of Black eighth graders scored at or above the basic level in math,” noted Kristen Hengtgen, a senior policy analyst at EdTrust, highlighting the urgent need to provide targeted support to historically marginalized students. “We cannot effectively tackle the ongoing math crisis without focusing on those who face the greatest challenges,” she emphasized.

Data illustrates significant disparities in advanced math course enrollment: only 28% of Black students and 31% of Hispanic students nationwide took advanced courses in high school, compared to 46% of white students. The statistic drops further to just 22% among low-income students. Factors contributing to this gap include a lack of access to high schools offering advanced math courses and a tendency for teachers to under-recommend students from disadvantaged backgrounds for honors classes, regardless of their capabilities.

Students of color are also less likely to report confidence in math and often don’t pursue calculus, even when the option is available. Hengtgen referred to this phenomenon as a “belonging barrier,” noting that many Black and Hispanic students do not see their peers or teachers reflected in advanced classes.

The Calculus Project was founded by Adrian Mims, who, while teaching at Brookline High in the early 2000s, observed a significant absence of Black and Hispanic students in honors math classes. His experience inspired his doctoral research, focusing on improving the achievement of Black students in geometry honors classes. Mims found that foundational gaps in math knowledge and a lack of confidence contributed to high dropout rates from these courses among marginalized students. This research led to the development of the Calculus Project.

The program’s initial summer sessions introduced eighth graders to key math concepts ahead of the school year, allowing them to build their understanding and confidence. Students were also exposed to the accomplishments of influential Black and Latino figures in STEM fields, thus broadening their perspective on possibilities within mathematics.

By 2010, the initiative expanded to include all interested students, creating cohorts that would continue through high school together. The impact of the project has been significant. In 2012, Brookline High recorded its highest number of Black students achieving advanced scores on state assessments, with 88% of these students having participated in the Calculus Project. By the time the first full cohort graduated, 75% had successfully completed calculus.

The program continues to evolve, operating in eight districts and hosting summer sessions at various local colleges. As of May 2024, participant demographics reveal a diverse array of students: 31% Black, 39% Hispanic/Latino, 11% Asian, and 7% White, showcasing the initiative’s commitment to inclusivity.

Recent evaluations, including a two-year study by Mathematica in collaboration with the Gates Foundation, indicated that participants in the Calculus Project outperformed their peers not involved in the program by nearly half a grade point in subsequent fall math courses.

The Calculus Project’s approach contrasts some contemporary trends that favor substituting traditional math classes, like calculus, with more relevant and applicable courses, like data science. Mims argues for the necessity of core subjects such as calculus, which serve as foundational skills in various fields, including STEM and beyond. The project also emphasizes practical applications of math by organizing field trips to influential institutions and companies, allowing students to see real-world math utilization.

However, not without challenges, the program periodically experiences friction. Recently, tensions arose at Concord-Carlisle High School when some students discovered they were enrolled in lower-level courses instead of calculus. Mims highlighted this as a recurring issue, where teacher recommendations can inadvertently exclude deserving students from advanced mathematical opportunities.

In response to these challenges, school superintendents express their commitment to collaboration with the Calculus Project, ensuring alignment with students’ educational goals. Furthermore, the Milton Public Schools district faced scrutiny from a national group for its partnership with the program, accused of fostering segregation based on student backgrounds. Mims firmly disputes such claims, affirming that the program is open to all students.

This summer marked the introduction of additional offerings in the Calculus Project, including a college readiness class for seniors. These initiatives aim not only to ensure students excel in high school math but also to support their transition into higher education. Students will receive assistance in securing internships and building professional networks, striving to offer the same advantages traditionally afforded to their wealthier peers.

Noelia Ames, now a peer teacher and former participant, attributes her transformation partly to the Calculus Project. She reflects on the supportive environment cultivated within the program: “Every teacher is there for you, no matter the course level.” Ames, who plans to take AP Calculus, believes the program has changed her perspective on what is achievable.

Quentin Robinson, who joined the program in middle school, shares that the Calculus Project empowered him to advocate for himself. His experience helped him secure a spot in Geometry Honors despite initial skepticism from school personnel. Robinson ultimately graduated high school having completed both calculus and college-level statistics, and he is now pursuing a degree in accounting and data analytics.

The Calculus Project represents a proactive effort to not only enhance mathematical skills but also to empower students from diverse backgrounds to overcome barriers, pursue higher academic achievements, and realize their potential in a variety of fields.

Source
hechingerreport.org