Math Courses Count: 5 Policy Solutions for Boosting College Enrollment

Designed for Texas legislators and education staffers.

Moderator

• ​​Jennifer Cavazos Saenz, Senior Director of Strategic Initiatives​ of E3 Alliance

Panel Members

• Sunny Wren​, Director of Academics, Secondary Department of Teaching and Learning of Round Rock ISD​
• Lindsay Fitzpatrick, M. PAff​, Cross-Team Lead, Transition Initiatives of The University of Texas at Austin, Charles A. Dana Center
• Michael L. Hirsch, Ph.D.​, Professor of Sociology and Dean of the College of Arts & Sciences of Huston-Tillotson University

Math Courses Count: 5 Policy Solutions for Boosting College Enrollment

• How do we mitigate the 11% drop in enrollment for Texas community colleges?
• How do we prepare our Texas students for the skills and workforce of the future?
• How do we set Texas students on a pathway to success in college, career, and life?

Data consistently show that taking four years of math in high school and advanced levels of math in middle and high school is related to postsecondary† enrollment, persistence, and completion.

Now with school districts enacting more inclusive internal math policies, we see the effect on actual students.

Central Texas leaders in education are excited to bring this evidence to Texas legislators for introducing state policy that will turn around college enrollment and better prepare students for college and career.

† Postsecondary education follows the successful completion of high school and can include universities, colleges, trade, and vocation schools and culminating in a certification or academic degree from a two- or four-year institution of higher education.