Carnegie Math Pathways at WestEd aims to empower ALL students to reach their college and career goals by transforming their mathematics learning experience. Together with a nationwide community of educators, we’ve fundamentally reimagined math teaching and learning to create course solutions that meet the diverse needs of students and ensure that every student can access high-quality math learning opportunities that prepare them for college and career success.
Young children who are underserved tend to receive less support for mathematical development. As a result, many children who are at an economic disadvantage are not ready for mathematics when they enter elementary school. In response to these concerns, the Early Math Initiative at WestEd helps federal- and state-funded preschool programs enhance mathematical development and learning in young children, including supporting the home environment.
The Early Math Intervention at WestEd is a two-year prekindergarten and kindergarten mathematics intervention project for students who are at risk and who are socioeconomically disadvantaged. The project, funded by the U.S. Department of Education’s Institute of Education Sciences (IES), will be implemented on a statewide scale in urban and rural local education agencies across California.
Math Pathways & Pitfalls at WestEd provides professional development for teachers and intervention lessons for students in grades K–8. This professional development addresses the need for improving instruction of key mathematical standards and academic language, regardless of the core instructional materials being used.
Rhode Island Department of Education: Partnering With WestEd to Ensure Student Readiness for High School and College
When the Rhode Island Department of Education (RIDE) reached out to researchers at WestEd, they were searching for an evidence-based solution that would improve the numbers of Rhode Island students who attend—and complete—college, especially students who have been underserved. The WestEd partnership with RIDE offers a powerful model for other districts and systems seeking to support middle and high school students to regain momentum and continue on their paths toward college and beyond.
With funding from the National Science Foundation, the Video in the Middle (VIM) project at WestEd created 40 open-source, two-hour video-based professional development (PD) modules that can be combined in a variety of ways by school district mathematics PD leaders, teacher educators, or individual teachers. WestEd also offers facilitation and support services in addition to the open-source PD materials.
In partnership with the CREATE Adult Skills Network, WestEd is developing and evaluating a technology-based numeracy course for adult learners called Adult Numeracy in the Digital Era (ANDE). The course, and the accompanying professional development program and instructional support materials, aims to improve adult learners’ quantitative reasoning and digital literacy skills.
WestEd is developing and field testing the Adult Numeracy Instruction Professional Development program. The online program is designed to help states meet more rigorous math content standards and is based on the latest research on pedagogy and student engagement.
Project Success: Sustaining and Expanding Math Pathways Implementation at Tribal Colleges and Universities
Since 2017, Carnegie Math Pathways has partnered with Tribal Colleges and Universities (TCUs) to introduce and adapt Carnegie Math Pathways programs through the U.S. Department of Education-funded Project Success. Critical to the success and sustainability of this partnership has been centering equity and sustaining trust through reciprocal partnerships that are the core of the project work.
Carnegie Math Pathways at WestEd is conducting a six-year study, funded by the National Science Foundation, examining what conditions and support are needed to implement institutional innovation and reform at scale effectively and sustainably. Launched in 2018, this project is providing leadership coaching to institutional teams in two cohorts of two institutions to scale Carnegie Math Pathways course programs. The resulting evidence from the cases in the project is intended to shed light on effective approaches to implementing reform and change management at higher education institutions more broadly.