Need for Project
Throughout the COVID pandemic, teachers are recognizing gaps in student learning especially in the area of mathematics. Statewide, the percent of students scoring proficient or higher on state mathematics assessments dropped nearly 13 percentage points from 61.0% in the spring of 2019 prior to COVID to 48.2% in the spring of 2021 after of year of COVID.
Although the largest loss was seen in the fourth through eighth grades with an average drop of 14.3% from 2018-19 to 2020-21, the lowest overall percentage of students passing were seen on three of the four high school assessments, Geometry, Mathematics I and Mathematics II. Only Algebra I (49.5% proficient or higher) was at or above the overall state average in Mathematics (48.2%). The three lowest in descending order were Geometry (41.2% proficient or higher), Mathematics I (36.2%), and Mathematics II (24.0%). Mathematics II fell a total of 11.8% from pre-pandemic achievement levels.
Results were even more distressing for disadvantaged student populations. Only about one out of five economically disadvantaged students, for example, scored proficient or better on Geometry (21.9%) or Math I (18.2%). Only one out of ten scored proficient or better in Math II (10.5%). For students of color, the numbers are worse, Algebra I (19%), Geometry (13.3%), Math I (12.8%), Math II (6%). In Ohio in 2020-21, only 115 Black, Non-Hispanic students total scored proficient or better on the Math II state assessment. For Hispanic students, the percentage of students proficient or better on Math II was only slightly higher (9.5%). Students with disabilities were similarly as dire: Algebra I (12.1%), Geometry 11.9%), Math I (6.7%), Math II (6%).
Clearly, there is much cause for alarm and traditional school districts and community schools are seeking new ways to engage and re-engage students in relevant, meaningful, yet rigorous high school mathematics.
Project Goal
In an effort to strengthen high school mathematics attainment and pursuit of mathematics careers, Ohio has launched a Strengthening Ohio High School Mathematics Pathways Initiative. This initiative addresses new guidance around what courses can be considered “Algebra II Equivalent” and how the new pathways lead to postsecondary success. The new pathways, including Math Modeling and Reasoning, Data Science Foundations, and Discrete Math/Computer Science have been designed with a focus on equity, rigor, relevance, coherence and flexibility.
In 2020-21, Ohio’s network of Educational Service Centers built the infrastructure to support implementation of innovative practices. This infrastructure promotes a co-design process with evaluation standards and represents the collaborative spirit of the statewide ESC network to create, test and implement training and a sustainable system of support that builds capacity in ESCs and school districts.
Desired Project Outcomes
The High School Mathematics Pathways proposals envisions the following proposed scope of work with guidance and direct oversight from ODEW and in collaboration across the ESC network:
- Recruit, select, and employ a HS Math Pathways project capacity.
- Establish and facilitate a steering committee and working groups for each course that includes the following stakeholders:
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- ODEW Representation and Oversight on Steering Committees
- Course Facilitators
- Ohio Math Initiative member on the steering committee
- Inclusion of ODHE
- School Counselors association
- Workforce partnerships
- Cyber Range Representative
- Professional Organizations
- Ohio Council of Teachers of Mathematics
- Monitor and assess effectiveness and impact of HS Math Pathways on four-year graduation rate, post-secondary transition, and overall performance on mathematics achievement outcomes.
- Foster higher education partnerships for the purpose of content and course development as well as for longitudinal research and evaluation of existing as well as new pathways courses.
- Build and Sustain a HS Math Pathways Networked Learning Community including an annual symposium partnered with the department.
- Collaborate with ODE team to create a timeline for the transition from ODEW to OESCA
- Execute the transition of HS Math Pathways tools, resources, and implementation from ODEW to OESCA