Mathematics pathways start branching in high school after students have a solid foundation of essential algebraic, geometric, probabilistic, and statistical concepts, which are usually found in Algebra and Geometry courses. Ongoing conversations between institutions of higher education and K–12 leaders from feeder institutions will keep both sectors informed about any changes to program requirements and mathematics pathways. These collaborative discussions will also surface the types of supports needed for districts and high schools to offer a range of mathematics courses aligned to mathematics pathways at the postsecondary level.

The following practices will facilitate communication with K–12 counterparts:

• Make time for in-person meetings that allow for productive, in-depth discussions that begin with understanding the mathematics landscape in K­–12 and higher education. These conversations should also cover course offerings, and graduation and accountability requirements.
• Consciously work to establish an environment of mutual respect and trust based on the shared mission to serve students. Avoid any sense of blame.
• Be mindful of terminology that is specific to either higher education or K–12. For example, college faculty often refer to courses by numbers or names that are unfamiliar or have different meanings to K–12 faculty. Take time to ensure that everyone has a common understanding of terminology that will be used.
• Share examples and materials that help build a common understanding. Examples include course learning outcomes, assessment items, and student work.

In 2018, the Dana Center and national K–12 and higher education advocacy organizations initiated the Launch Years Initiative to modernize mathematics education for all students. Learn more about this nationwide initiative at Launch Years: Reimagining Mathematics Education (https://www.utdanacenter.org/our-work/k-12-education/launch-years).