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It was the height of distance learning when 16-year-old Aaron Butler took Compton Unified’s first step into data science education by joining the Young Data Scientists League. The next year, 2021, the young African American varsity basketball captain enrolled in Compton’s first high school data science course, thanks to a 2020 decision by UC’s admissions committee allowing such courses to qualify for students’ third or fourth year of high school math. Now a business economics major at UCLA, Aaron said that “before I was closed off to math, but data science made me way more interested in mathematics.”
Because of UC’s decision to count data science toward the math requirement for college admissions, Compton’s Dominguez High counselors recommended that students like Aaron enroll in data science without fear of them losing their competitive edge on university admissions. Ensuring college access is paramount for our student population, who are predominantly Hispanic, Black and Pacific-Islander and 94% of whom are socio-economically disadvantaged. Data science, with its hands-on, real-world applications, is exactly the right gateway for both math-averse and math-inclined students alike to engage with rich mathematics and take the UC-recommended four years of math coursework.
Now UC has retracted that decision, making it much less likely that counselors will recommend data science to our students. Consequently, we’re likely to see a decline in enrollment and retention during the four years of high school mathematics among students of color.
Data Science at Dominguez High School is the only course in Compton Unified that allows students to receive regular in-classroom instruction in relevant topics such as predictive mathematical modeling, machine learning, artificial intelligence (AI), sensitivity analysis, and programming, which all rely on math concepts taught and reinforced in the data science classroom. This is in addition to a number of other high-level concepts in quantitative reasoning and analysis, such as linear algebra, 3D vector space, conditional probability and more.
As the teacher of Compton’s Data Science course, in partnership with Stanford’s Youcubed, I (Jason) end up teaching content from a range of advanced math standards because, though my students are passing courses like Integrated Math 3, Precalculus and even Calculus, they are not fully grasping the material there. Students report having the opportunity to finally make sense of their traditional math courses by applying concepts as a part of the data science experience. Once they learn to think about math in context, they possess a skill that enables them to learn subsequent math content better.
This is a defining moment for mathematics education in California. Neural network models, the driving force behind AI tools such as ChatGPT, are one of the hottest subjects in applied mathematics research. By adopting data science in 2020, UC took a proactive step toward reframing mathematics as a relevant discipline that could equip 21st century learners with scientifically valid tools to engage in the rapidly changing information landscape. At the same time, UC recognized alternate pathways to quantitative reasoning courses in college without precluding students from science, tech, engineering and math (STEM) majors. The reversal of that decision will push math back to a position of irrelevance in the eyes of most students, especially those traditionally marginalized in STEM.
Moreover, not allowing data science courses to count for admission doesn’t only sacrifice a hook for attracting students to STEM fields. It also denies students who are not interested in STEM the opportunity to code, exacerbating the digital divide and, consequently, the wealth gap. As UC’s Office of the President wrote after the Berkeley campus created a college of computing, data science and society, “Every undergraduate in any area of study will increasingly need exposure to data science during their time on campus.”
Why should students wait until college to delve into these rich waters of mathematical study?
Narrowing the scope of acceptable mathematics perpetuates exclusivity rather than fostering inclusivity and belief in all learners’ potential. For many Dominguez High students we’ve spoken with who are either enrolled or have graduated from the UC system, success and persistence in STEM, including data science, correlated to growth mindsets, cultural competence, positive identities and supportive communities and structures.
As technology evolves, so must we reevaluate definitions, policies and support systems that address gaps in math achievement, engagement and retention. This comprehensive reassessment requires input from diverse stakeholders, fostering collective understanding and alignment toward common goals. We must put in place a review process that engages school districts, education leaders, classroom educators, faculty from the California State University, and families who can offer crucial insights on the impact of key decisions affecting our most vulnerable populations. This process must be data-driven. It is argued that allowing data science to validate Algebra 2 adversely impacted preparation for STEM degrees for students of color. Where is the data supporting this assertion? On the contrary, we have decades of data that demonstrate that the traditional Algebra 2 pathway disproportionately fails to get students of color college-ready, and falls short of promises to boost post-secondary STEM engagement.
We have seen the power of data science to increase college readiness and STEM engagement for all, particularly underrepresented students of color. As Aaron told us, “Data science was very hands-on because we were applying the math we learned. It made me like the course even more.” Every student like Aaron should have exposure to data science that opens mathematics to them as a highly relevant 21st century discipline where they know they belong.
•••
Jason Lee Morgan, an 18-year math teacher at Dominguez High School in Compton, instructs the Stanford YouCubed’s data science course.
Kagba Suaray, Ph.D., is a professor of mathematics and statistics at California State University, Long Beach, and graduate adviser for the applied statistics master of science program.
Kyndall Brown, Ph.D., executive director of the California Math Project at UCLA and Robin Wilson, Ph.D., professor of mathematics at California State Polytechnic University, Pomona and Loyola Marymount University, contributed to this commentary.
The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.
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Kagba Suaray 2 months ago2 months ago
Thank you all for the rich discussion. I think both sides are speaking past each other and it would help if we clarify which students we are speaking about. For college-bound students that want to pursue STEM, if they had one choice, it's Algebra 2 all day because they know they need Calculus. These are not the students I am talking about ... or am worried about for that matter. For underrepresented students not thinking … Read More
Thank you all for the rich discussion. I think both sides are speaking past each other and it would help if we clarify which students we are speaking about. For college-bound students that want to pursue STEM, if they had one choice, it’s Algebra 2 all day because they know they need Calculus. These are not the students I am talking about … or am worried about for that matter. For underrepresented students not thinking about college (esp Black and Brown), the critical need is not preparation for Calculus. The critical need is inspiration – to help them see themselves as capable of learning and practicing a rigorous STEM discipline.
AI has us in the first moment since the space race where the math classroom could be the place of greatest inspiration each day for high school students. Data science is where the greatest need of marginalized students intersects with the greatest opportunity of our lifetime. Once inspired, the sky’s the limit. Preparation will always follow inspiration. Inspiration may follow preparation.
As to the content, there is no misunderstanding on this end of the mathematics needed for ML and AI. Multivariable calculus and linear algebra are an absolute minimum to be able to understand the big picture of how models and algorithms work. And Algebra 2 is needed for these courses. The point is that if a student is inspired to study ML and AI through a data science course, they will have great motivation to push through Algebra 2.
Last point. In the post AB705 and EO1110 era, check the stats … at the community college level most students are taking Introductory Statistics for their quantitative reasoning requirement. Since high school Data Science courses are built on the Statistics content from Algebra 2, they do a much better job of preparing non-STEM majors for college (and for life) than Algebra 2.
Replies
Jelani Nelson 2 months ago2 months ago
I fully agree with the need to develop curricula that do not dryly deliver content, but also engage and inspire. However, you say: "The point is that if a student is inspired to study ML and AI through a data science course, they will have great motivation to push through Algebra 2." It sounds like what you're suggesting is kids still take Algebra 2 after getting inspired from a more math-light data science course. That sounds … Read More
I fully agree with the need to develop curricula that do not dryly deliver content, but also engage and inspire. However, you say:
“The point is that if a student is inspired to study ML and AI through a data science course, they will have great motivation to push through Algebra 2.”
It sounds like what you’re suggesting is kids still take Algebra 2 after getting inspired from a more math-light data science course. That sounds wonderful, but then this sounds like an argument for _not_ allowing the inspirational course to validate Algebra 2, since the point is to get them to take it eventually to then be prepared. Also note: there have been efforts to infuse data scientific elements into Alg 2, in part to make it more engaging, e.g. see https://www.bootstrapworld.org/blog/curriculum/Algebra-2-and-Data-Science-Have-Your-Cake-and-Eat-it-too.shtml and https://ospi.k12.wa.us/student-success/resources-subject-area/mathematics/educator-resources/modern-algebra-2. So, it doesn’t have to be either/or on being engaging vs. covering Alg 2 content.
Separately, your last paragraph makes a good point, which is related to: what is the purpose of A-G? Does a student majoring in history, ethnic studies, or music need Algebra 2? Or two years of Area D? Almost certainly not — so why do we require it? One answer is that, up until now, higher ed wanted a basic floor of knowledge that would allow a freshman to be ready to, in principle, be prepared to major in anything. But things do not have to be this way. There are countries in which students choose streams in high school, e.g. at the end of 10th grade. One could imagine redoing UC/CSU admissions policy so that the “non-quantitative stream” students have their own admission requirements that is separate from the “quantitative stream”, and some majors could be off-limits if you’re in the other stream. This way, students who decide to not take Alg 2 and go the say youcubed or IDS route aren’t misled. Because right now, the marketing is very confusing. First there’s the name: it’s very natural for a kid to think that courses calling themselves ‘data science’ in high school would be better preparation for the college data science major than Alg 2. This false impression is reinforced in multiple places, e.g. see slide 14 of https://mcusercontent.com/85dd67450c3165234698f75b7/files/7113f136-a5b1-87ba-16bf-4f31162cba5d/Math_Preparation_for_UC_2021.09.09.v2.pdf, which is taken from a presentation by the UC High School Articulation Unit (which operates within the UC Office of the President). It says:
“The potential introduction and integration of data science into K-12 mathematics education is an exciting prospect for UC, especially given the expansion of undergraduate data science majors at 5 of the UC campuses …”
then highlights IDS as an exemplar HS data science course. But this is misleading; it suggests that taking a math-light data science course is better preparation for a data science major than Alg 2, when in reality every UC data science major requires completing calculus (and all but one require completing multivariable calculus). Last I checked (which was maybe ~2 yrs ago), all CSU campuses but one which offered a 4-year data science major also required calculus to complete it. If we had the quant/non-quant stream division with such courses only counting for the math requirement for non-quant stream students, that would address the issue of misleading marketing. (But then the flexibility that’s lost is a real price to pay.)
Rick Ford 2 months ago2 months ago
I am a retired former chair of the math department at CSU Chico. I have been an advocate for equity in mathematics education since the early 70's. In those early days we had no consensus of what the grade school mathematics curriculum and standards should be for college and career readiness. But we did have research from folks like Jeanie Oakes https://learningpolicyinstitute.org/person/jeannie-oakes at UCLA pointing out the inequities of tracking students. The arguments and data … Read More
I am a retired former chair of the math department at CSU Chico. I have been an advocate for equity in mathematics education since the early 70’s. In those early days we had no consensus of what the grade school mathematics curriculum and standards should be for college and career readiness. But we did have research from folks like Jeanie Oakes https://learningpolicyinstitute.org/person/jeannie-oakes at UCLA pointing out the inequities of tracking students. The arguments and data were conclusive: Tracking inequitably prevented students from receiving the rich mathematics education they needed and deserved. We now have a national consensus that the Common Core State Standards in Mathematics represents that rich curriculum that all students deserve and need for college and career readiness. I strongly support the development of introductory data science curriculum for high school students, but not as alternative to the common core. Data science courses, if allowed as alternative to the Common Core threatens to return us to the inequitable two track system. I wish our efforts toward equity in mathematics education focused instead on the support and pedagogies needed for all students to experience success with the common core.
Deacon John Wilson III 2 months ago2 months ago
Gentlemen: I am a black man who runs one of the largest Academic Enrichment and College Access Support programs in So Cal. I am also familiar with the "A thru G" requirements, as I am the CSU push for an extra year of math. Your article gives the impression that UC does not allow for what you call "Data Science" as an approved course. This is not true.</em UC and CSU are saying it should not … Read More
Gentlemen:
I am a black man who runs one of the largest Academic Enrichment and College Access Support programs in So Cal. I am also familiar with the “A thru G” requirements, as I am the CSU push for an extra year of math. Your article gives the impression that UC does not allow for what you call “Data Science” as an approved course. This is not true.</em UC and CSU are saying it should not replace or validate Algebra II. My inner-city black and brown students can handle the topics when they are properly supported and taught!!
Replies
Jason Lee Morgan 2 months ago2 months ago
Thank you, Deacon, for taking the time to read and offer your commentary. Your dedication to supporting college access for our students is truly appreciated. We wholeheartedly agree that with proper support and instruction, our inner-city black and brown students can excel in any subject. Our concern lies with the recent decision by BOARS, which effectively reclassifies the previously A-G approved Data Science and statistics courses as category G electives, rather than Area C mathematics. This … Read More
Thank you, Deacon, for taking the time to read and offer your commentary. Your dedication to supporting college access for our students is truly appreciated. We wholeheartedly agree that with proper support and instruction, our inner-city black and brown students can excel in any subject.
Our concern lies with the recent decision by BOARS, which effectively reclassifies the previously A-G approved Data Science and statistics courses as category G electives, rather than Area C mathematics. This means that these subjects won’t be considered as mathematics for college admissions, which we find troubling. I will address in a later comment as to why this is problematic, in our opinion, in the 9-12 landscape.
Currently, students at our high school can take Data Science alongside or following Integrated Math 3 (Algebra 2 equivalent) and fulfill the recommended four years of mathematics. Once the effect of the recent BOARS decision takes hold in 2025-26 a student taking this sequence will have been considered to have only taken the required 3 Area C Mathematics courses and 1 Area G Elective course (Data Science). This is what we are in contention with at this time.
The validation concern is a deeper philosophical argument that we did not have room to wholly address in this article. That would require a revision of the UC Math Readiness definitions which may already be in the works that either could open up the definition of college math readiness or further narrow it. The Algebra 2 validation is indeed a weighty and complex topic worthy of further discussion.
We are proud to say that we are proponents of more MATH not less. We have seen how data science helps move the needle in this regard, especially for students of color who begin to see themselves as mathematicians thus serving as a catalyst for more math achievement. Whether it be enrolling in data science during their 4th year or finally feeling courageous enough to take pre-calculus, AP Stats, or AP Calculus after data science. Moreover, data science also appealed to our students who are taking calculus as well. Overall, the course did more to encourage all students to take and stick with more math and not just those who already planned to go the advanced math route.
About Dominguez High: Note that all of our data science students at Dominguez High in Compton are required to take Integrated Math 3 prior to taking Data Science. So all Data Science students at Dominguez currently satisfy the recommended UC math coursework to the Algebra 2 equivalent. This is not an endorsement that all programs should do this but to indicate that most schools who have data science are likely having their students take the Algebra 2 equivalent anyway rather than validate with Data Science. Some of our students only take Data Science as their 4th year and some take it alongside their 3rd year Integrated Math 3 course and go on to either precalculus, AP Calc, AP Statistics, or a College Transition Math Course called TIMSS.
All students who plan to major in engineering are tracked to take Calculus at our school and some include data science as a relevant part of their coursework and interests. What we like is the idea that there are many roads to explore a broader definition of mathematics than had existed previously. Challenging long held norms have also paved roads to even more advanced mathematics.
Accommodations made for a data science student at Dominguez to complete over 5 year-long courses of mathematics led to the creation of a unique path for a later small cohort of students to take AP Calculus BC for the first time in our school’s history. This student wanted to include data science in her coursework but wasn’t going to be able to in our traditional approach and in order for her to enroll in the course we had to think more flexibly about her schedule and find a teacher and schedule allowance for just this 1 student. It took some doing, but we figured it out. Because of this it unlocked other possibilities like the introduction of Calculus BC for a cohort of students determined to enter CalTech.
We share these stories, not to say that all students should take these routes, but to posit that we may have more to gain by including data science as Area C Mathematics than we stand to lose. It would be a worthwhile effort to research more about the effects of data science on the larger K-12 mathematics landscape and some fears might be alleviated once we take a closer look. I understand the concerns that we all have, there just may be a better route to achieving our goals for math readiness and achievement than simply closing the doors on certain math pathways that may not fully align with what we have known for so long. And to show evidence that expanding math pathways does not automatically result in students failing to pursue college readiness courses nor does it close the doors to college math and stem success and representation. This latter issue is much more complex and it existed long before the first data science course came on to the scene. I am hopeful for the possibilities as we consider a broader perspective in the highly relevant topic of 21st century mathematics.
Thank you so much for reading and engaging. Most importantly, thank you for the belief you have in and service you offer to our community. God knows I, and many others, have greatly benefited from community servants like yourself.
[please forgive any typos and grammatical errors]
Maya K 2 months ago2 months ago
There seems to be a lot of misunderstanding what is needed for AI. Experts just put out an open letter supporting UC BOARS decision. https://www.mathmatters.ai/ "Artificial Intelligence is poised to transform society as we know it. To be prepared for this future, it is imperative we educate our future workforce with the knowledge to build and deploy AI technology. Core mathematical concepts from algebra, calculus, and probability lie at the heart of modern AI … Read More
There seems to be a lot of misunderstanding what is needed for AI.
Experts just put out an open letter supporting UC BOARS decision. https://www.mathmatters.ai/
“Artificial Intelligence is poised to transform society as we know it. To be prepared for this future, it is imperative we educate our future workforce with the knowledge to build and deploy AI technology. Core mathematical concepts from algebra, calculus, and probability lie at the heart of modern AI innovation. As such, engaging in the development of these technologies requires that students start with strong mathematical foundations. We applaud the University of California for recently clarifying its math admissions requirements, ensuring they can only be satisfied by high school courses aligned with the state’s standards definitions for college readiness.”
Meanwhile the UC workgroup analyzed the youcubed class.
https://senate.universityofcalifornia.edu/_files/committees/boars/documents/boarsacwphase1report-20240221.pdf
The workgroup explained:
“This determination is based on a comparison of the curricula of Algebra 2 and the three curricula labeled “data science”.
And found:
“Algebra 2 topics that are not part of the three “data science” curricula include:
● Algebraic manipulation beyond the level of Algebra 1
● Exponential and logarithmic functions
● Inverses of functions
● Systems of equations and inequalities
● Polynomials and factoring
● Trigonometry
● Conic sections or similar geometry
YouCubed uses the least mathematics among all three “data science” curricula, instead
relying on multiple technological platforms for visualization and calculation. Though
some of the topic headings appear to be advanced mathematics, the content is not. For
example, “linear algebra” consists only of representing data as vectors or matrices.”
This is why it is problematic. It is not adequate preparation needed to be successful in college. We need to increase diversity in STEM and this pathway, just as the San Francisco boondoggle of delaying Algebra I did, hurts the under resourced communities and derails opportunities in STEM.
Jelani Nelson 2 months ago2 months ago
> Moreover, not allowing data science courses to count for admission doesn’t only... I have no inside knowledge and just read the UC workgroup report like anyone else did, but for clarity's sake, I don't see the report saying this. It says they can't count as 3rd year required math (unless they cover Alg II). It recommends that _three specific curricula _ shouldn't count as the recommended 4th year, but made no such recommendation for general … Read More
> Moreover, not allowing data science courses to count for admission doesn’t only…
I have no inside knowledge and just read the UC workgroup report like anyone else did, but for clarity’s sake, I don’t see the report saying this. It says they can’t count as 3rd year required math (unless they cover Alg II). It recommends that _three specific curricula _ shouldn’t count as the recommended 4th year, but made no such recommendation for general data science courses. Note also, a course not counting for Area C doesn’t mean it can’t count for admission; it could still count for Area G.
> We must put in place a review process that engages … faculty from the California State University …
The authors seem unaware that Cal State was actually the one that pushed for this change first. The CSU systemwide APEP committee passed this resolution in March 2023: https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf. A summary of the resolution at https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutionsummaries/January_2023_Resolution_Summary.pdf (page 5, item 12) mentions “concerns expressed by the Math Council regarding coursework being approved by the University of California (UC) for Area C (Math) that does not actually meet the common core standards and does not prepare students.”
Also, regarding process, are you aware of how these courses got approved in the first place 3-4 yrs ago? The process at that time was highly problematic; read my letter to the Regents from November’23 here: https://sites.google.com/view/mathregents/home
I’m happy to say much more than can fit into one of these comments. I left a tweet to Mr. Morgan sharing my email address.