PnB-M11 - Statistics as a Dual-Credit Math Pathway

Information

This poster will showcase a collaborative initiative aimed at introducing Kansas Math Pathways to high schools through a dual-credit program, addressing the gap in appropriate math class options for dual-credit students due to recent expansions in required math course offerings. Johnson County Community College, a large public community college with an average class size of 20 to 25 students, has partnered with a K-12 school district to adapt an established model into a project-based Elementary Statistics course, aligned with the Guidelines for Assessment and Instruction in Statistics Education set forth by the American Statistical Association. Presenters will discuss the challenges this project aims to tackle, including shortages of qualified high school faculty, faculty unfamiliarity with statistics and active learning pedagogy, creating a technology-based course using simulation-based inference, and state-led changes in required mathematics courses. Funded by a National Science Foundation Grant for Innovation in Two-Year College STEM Education (Award #2452858), this presentation will inspire attendees to consider implementing similar strategies at their own institutions to provide high-quality dual-credit statistics courses to local high schools. We have partnered with 3 local high school teachers who teach statistics in their high school and/or have participated in the similar dual-credit program for College Algebra. They have been asked for their input on class notes, examples, assessments, and course structure. We meet twice per semester for feedback, with formal feedback to be gathered at the end of the year. The course and workshop will not be created until AY 2027; until then we are in a research stage.