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Community College Reboots Math Learning Communities to Reduce Remediation
Summary
The Community College System described a rebooted Math Learning Communities program that uses collaborative teacher training, new curricula and dual‑enrollment statistics to reduce college remedial math and improve students’ readiness.
The House Education Funding Committee heard the Community College System of New Hampshire explain a reboot of the Math Learning Communities program (HP 494). The program pairs community college faculty with high school teachers to offer alternative, concept‑based math courses aimed at students who struggle in traditional math sequences.
Representative Rick Ladd, prime sponsor, said the 2006–2017 federally funded program had reduced remediation at the college level but lapsed after startup grants ended; the FY26/FY27 proposal would provide $200,000 in the first year and $250,000 in the second to rebuild teacher professional development, curriculum and outreach. Doctor Chris Conney, project director, said the updated program focuses on quantitative reasoning and statistics rather than merely preparing students for calculus, and that the curriculum will include open educational resources available to participating schools.
Program leaders described an initial recruiting cohort of high schools (12–13 districts) and a development year to create common course materials, training and assessment. They emphasized multiple‑measure student screening (teacher recommendation and local assessments rather than an obsolete ACCUPLACER) and a dual‑enrollment statistics course for students who complete the Math Learning Communities sequence.
Committee members asked about measurement and evidence. Program staff said historical ACCUPLACER gains (from around 40% to 70% among participants in earlier studies) had been recorded, and that new reporting and standardized open resources will make year‑to‑year measurement more robust. The community college requested an effective‑date and funding alignment so start‑up and professional development can be organized for summer training cycles.
Ending: Committee members asked the department to provide updated fiscal and implementation details in follow‑up work sessions.
