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Changing the way schools, teachers,

and students think about math

Learn about us

Changing the way
schools, teachers
and students think
about math

WHY IT MATTERS


SCHOOL DISTRICTS

gain the ability to adapt their system in forever changing state & national contexts (i.e. funding, curriculum & instruction mandates).


TEACHERS & ADMINISTRATORS

learn to maximize their time, talent, resources and support to provide the best possible math learning & teaching environment without being at the mercy of a forever changing fiscal & human resource landscape in education.


STUDENTS

grow their positive mathematical identity so they can face & solve non-routine tasks and become skilled leaders in the workforce.

WHAT WE DO

In partnership with a school district, MLC uses a complex problem solving process adapted from systems engineering to re-define how a district solves their complex system K-12 math learning and teaching problem.

This process finds sustainable & adaptable solutions, maximizes existing time, talent, effort, dollars and emphasizes decision driven data collection to develop students as mathematical thinkers, problem solvers, and self-regulated learners. In turn, the system grows ALL students’ positive math identity.

Students are more engaged in problem-solving and mathematical thinking. Our mathematics classes have become more rigorous across the board, and students are meeting the challenge of that rigor. Director, Secondary Teaching & Learning, Culver City Unified School District

Student Math Achievement

44% of 6-8 graders at Richard Henry Dana Middle School with 1 year of exposure to MLC met/exceeded the math state standard, while 29% of 6-8 grade students with no exposure to MLC met/exceeded the math state standard.

Students Exceeding Math Standards

29%

44%

6-8 grade students met/exceeded math standards after 1 year of exposure to MLC (2015-16)

Student Equity & Access

After MLC implementation, the percentage of underrepresented minority (African-American) students in Culver City High School enrolled in college-ready courses increased from 35% in 2013-14 to 62% in 2015-16.

Students Enrolled In College-Ready Courses

35%

62%

African-American students after 3 years of exposure to MLC (2013-16)

WE USE A SYSTEMS APPROACH

MLC understands the complex systems that school districts must balance in order to prioritize math learning and teaching. In an effort to manage this complexity, MLC partners with district leadership to apply a systems engineering complex problem solving process to the education sector. Using this approach, school districts are able to build contribution & ownership when finding solutions across the system by rethinking their problem solving method, using their existing system resources, and prioritizing leadership.

About us

WE DEVELOP STUDENTS’ POSITIVE MATHEMATICAL IDENTITY

MLC believes that mathematics is the foundation for success in all STEM subject areas. We also believe that ALL students are capable of becoming mathematical thinkers, problem solvers, and self-regulated learners. MLC’s systems approach to problem solving ensures that districts find sustainable and adaptable solutions to the right problem to ensure that the K-12 system supports ALL students in growing as mathematical thinkers, problem solvers, and self-regulated learners.

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OUR PARTNERS

© Math Leadership Corps