Dual enrollment programs serve as a bridge for high school students to access college-level coursework, earn college credit, and gain skills and mindsets to prepare for college. Yet, these programs have historically been limited in reach, often serving a select group of high-achieving students. A newly funded partnership between Carnegie Math Pathways and Dallas College aims to change that narrative.
Carnegie Math Pathways was recently awarded a 5-year, $5.9 million Education Innovation and Research (EIR) grant to collaborate with Dallas College, Dallas-area high schools, Motivate Lab, and the American Institutes for Research (AIR) to develop and assess an innovative adaptation of Quantway for dual enrollment.
Quantway is Carnegie Math Pathways’ research-based, college-level quantitative reasoning course. Originally designed to increase access to and outcomes in gateway college mathematics, it is now set to expand dual enrollment access by offering Dallas-area high school students with a pathway beyond the traditional Algebra course to gain early exposure to college-level math. Quantway Dual Enrollment aims to increase college readiness and attainment through a rigorous math course option that is designed to support students with non-STEM college and career goals.
“We’re excited for the opportunity to collaborate with educators, parents, and students to create a new kind of dual enrollment course that unlocks postsecondary opportunities and offers a college-level math option that is better aligned for some students goals,” said Ann Edwards, Director of Carnegie Math Pathways.
Dual Enrollment Quantway will feature many of the key elements of Carnegie Math Pathways, which have proven to have a positive effect on student learning. Students will engage with real-world applications of math relatable to high school student lives and focused on personal finance, health, technology and more. The course will also use a collaborative learning approach that promotes having students explore ideas and learn together.
The dual enrollment course will also integrate strategies and practices through a framework called Cultivating Learning Identities, Mindsets, and Readiness (CLIMR) designed specifically to foster in high school students a positive identity as math learners as well as study skills and mindsets beneficial for college-level coursework.
“We are excited to continue working together with Carnegie Math Pathways and WestEd on this new opportunity to develop an innovative course that expands college-level learning options to more of our high school students and supports their success and advancement to higher education,” said Raghunath Kanakala, Vice Provost of the School of Engineering, Technology, Mathematics, and Sciences at Dallas College.
Year 1 of the study will focus on building and pilot testing the course, the instructor resources, and professional development. This will be followed by a full roll-out of implementation alongside an impact study over two academic years. An analysis of the findings will take place in the final year. We look forward to sharing updates and learning from the project as it unfolds.
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