Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Summer 7-15-2025

Abstract

Using publicly available data sources, this policy analysis examined how three states—California, Georgia, and Oregon—approached high school mathematics reforms to address questions regarding what prompted these states to revise their high school math standards and course pathways; how their approaches to reform were similar or different; and what other states could learn from their methods.

Individual state cases were developed, focusing on content standards, course pathways, and graduation requirements. A cross-case study was created to compare reforms from the three states.

While all states aimed to reform high school mathematics to address equity issues and offer options aligned with students’ college and career aspirations, they approached the process in various ways. This variation stemmed from each state’s policy revision structures, political climates, and community feedback. Other states engaged in reform efforts should examine the approaches of states with similar structures and consider adopting their strategies.

Keywords

mathematics pathways, high school mathematics, math reform

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia L. Walker

Second Committee Member

Allison M. Borden

Third Committee Member

Sylvia Celedón-Pattichis

Fourth Committee Member

Patrick López

Comments

Dr. Allison Borden is the committee Co-chair, not the second member.

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