High schools across the country are redesigning their high school mathematics pathways to be more rigorous, relevant, and engaging for students with varying interests, goals, and postsecondary plans.
WestEd and the Charles A. Dana Center are collaborating to develop and pilot a new 3rd- and 4th-year high school mathematics course in 11 states in 2026–27. This Integrated Statistics and Quantitative Reasoning course integrates statistics and quantitative reasoning content in ways that reflect how mathematics and statistics are used in business, industry, and research.
The course is built around hands-on projects and technology-driven investigations and is designed to prepare students with diverse postsecondary goals and interests for both college and the workforce.
The course materials will be available as open educational resources for districts wishing to offer the course starting in fall 2027.
In this recorded 30-minute webinar, learn how ISQR is being piloted in districts across multiple states and how it can support students in your state or district.
Resources Mentioned During the Session
- Integrated Statistics and Quantitative Reasoning (ISQR) Course Launch (Website)
- ISQR Framework (PDF)
- The Case for Integrated Quantitative Reasoning and Statistics (PDF)
- Relevance Inspires Rigor (Video)
- Mathematics Education at WestEd (Website)
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Featured Speakers
Angela Knotts leads K–12 mathematics professional learning and technical assistance in WestEd’s Mathematics content area. She has worked in mathematics education for over 20 years as a classroom teacher, instructional leader and coach, researcher, and professional learning designer and facilitator. As a PL specialist, Knotts designs and leads practitioner-focused work across the country and internationally. As a researcher, she seeks to better understand what features, formats, and design elements best support growth in math teachers’ classroom practice.
Kadron Johnson oversees the development of high-quality math instructional materials at the Charles A. Dana Center, including ISQR, and is also involved in coordinating production efforts and integrating feedback to refine curricula and assessments. Prior to joining the Dana Center, Johnson served as a mathematics teacher and an AP-for-All curriculum training facilitator for 4 years at the KIPP Foundation. In this role, he analyzed performance data, observed teaching staff, and developed recommendations to enhance instructional effectiveness.
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