By Joel Amidon and John W. Staley
Over the last four years, a group of national mathematics organizations came together with a common purpose: to improve the mathematics experiences and outcomes for students during the final two years of high school and the first two years of postsecondary education—what we call the Transition Years. Through the Launch Years Initiative and the podcast series The Transition Years, we’ve highlighted the key issues and opportunities that shape this critical phase of student learning.
As we conclude this chapter of the initiative, it’s worth reflecting on the progress we’ve made—and where we’re heading next.
Why the Transition Years Matter
Students do not experience mathematics in isolation—they experience it within pathways. Unfortunately, those pathways can often be rigid and limiting, especially for students who are ready for more than just the traditional march to calculus. One podcast story shared by Joel illustrates this well: his son advanced rapidly through high school mathematics only to find himself at a curricular dead-end—until he encountered data science and policy analysis in college and discovered a passion for quantitative social science.
This story is not unique. It reveals the importance of flexible, relevant, and forward-looking math pathways—ones that inspire students and prepare them for a range of futures.
What We’ve Learned
The Launch Years Mathematics Organizations Leadership Network (LY-MathLN)—which included the MAA alongside 11 other professional organizations (Alliance of Indigenous Math Circles, American Mathematical Association of Two-Year Colleges, American Statistical Association, Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, Benjamin Banneker Association, Conference Board of the Mathematical Sciences, Just Equations, National Council of Teachers of Mathematics, NCSM: Leadership in Mathematics Education, and TODOS: Mathematics for ALL)—has guided change across 23 states. Key learnings include:
- States are rethinking high school mathematics by integrating data science, statistics, and quantitative reasoning alongside traditional courses.
- Collaboration across sectors—including K–12, community colleges, and universities—has helped reduce barriers, especially in transitions from high school to postsecondary math.
- Remedial math is being restructured. Many two- and four-year institutions are embedding supports into credit-bearing courses rather than relying on traditional remedial classes that often delay student progress.
- Stories are driving change. From Washington to Colorado to Maryland, educators and organizations are sharing how shifts in policy and practice are leading to better math outcomes and greater student engagement.
Tools to Support Transformation
A major outcome of this initiative is a curated collection of resources tied to six Call to Action recommendations which are designed for the Mathematics and Statistics Community, General Education Community, and Students, Families and Community Stakeholders. These include toolkits, policy guidance, and real-world exemplars from partner states and institutions.
MAA members will find value in these tools, especially when considering how to:
- Reimagine entry-level college math offerings
- Support high school-university alignment
- Engage in state-level math pathway reform
- Empower students with math agency and identity
All resources are free and available through https://amidonplanet.com/transitionyears.
What Role Can MAA Members Play?
MAA has long championed mathematical reasoning, modeling, and the liberal arts perspective on math. The Transition Years work aligns closely with this vision. Whether you’re teaching introductory statistics, designing a quantitative literacy course, or advising STEM majors, MAA members are in a unique position to:
- Advocate for broader definitions of mathematical success
- Participate in state-level advisory teams reforming graduation and placement policies
- Mentor new faculty and departments adopting equity-minded math pathways
- Promote resources like the Call to Action toolkit within your local MAA sections and institutional networks
- Share your success!
Looking Ahead
The work doesn’t end here. In fact, the real challenge lies ahead: ensuring that these ideas take root in policies, curricula, and—most importantly—classrooms. With over 25 foundational resources, partnerships across organizations, and growing momentum, this network has laid the groundwork for lasting change.
The work we’re doing today is about this future—and the future of all students who deserve meaningful, relevant, and empowering mathematics learning experiences. Let’s move forward, together.
Dr. John W. Staley is the Coordinator of Special Projects in Baltimore County Public Schools, former President of the National Council of Supervisors of Mathematics (NCSM), and served as the Facilitator of the Launch Years Mathematics Organizations Leadership Network.
Dr. Joel Amidon is Professor of Teacher Education at the University of Mississippi, host of The Transition Years podcast (found on the Amidon Planet podcast feed), and co-host of the Teaching Math Teaching podcast. He is a long-time advocate for equity-centered teaching and meaningful mathematics learning experiences.