“The students who went through IMP were so different from the kids who went through the traditional approach. They were confident and they had a belief that they could see any math problem and solve it. I would say that IMP is the best high school curriculum that I know of. And certainly in all the (IMP) classes we worked with we found great engagement and mathematical thinking. I’m a big fan.”
- Jo Boaler, Professor of Mathematics Education, Stanford University
We estimate that currently 50,000 students and 500 teachers are using IMP. Our goal, with the addition of key partnerships, is to grow those numbers to over a million students and 10,000 teachers. Students who have taken IPM have out-performed their peers with twice the level of mathematical proficiency and are up to 50% more likely to complete at least 3 years of high school mathematics.
IMP is built on the same research, principles, and underpinnings as the Common Core State Standards for Mathematics (CCSS-M) and the program deploys a proven research-based way for high school students to learn math in a student-centered learning environment that encourages conceptual thinking, problem solving, and communication. It calls on students, in collaboration with their peers, to experiment with problem solving, look for and articulate patterns, and make, test, and prove conjectures. Students discuss problems, use writing to clarify and express complex mathematical ideas, and present findings to the rest of the class expanding everyone’s thinking.
Preparing students for the challenges of business and industry requires a shift in instruction away from routine manipulation of symbols and procedures toward an in-depth, conceptual understanding of mathematics. Aligned with CCSS-M, all eight of the mathematical practices are deeply embedded in the activities of the curriculum. IMP meets college entrance requirements and has proven to prepare students to use problem-solving skills at school and on the job.
There are significant opportunities and reasons for corporate involvement. IMP students have the skill-set that corporations need. There is also flexibility in how corporations can become involved. They could support a classroom teacher ($2,500), a school with 4 teachers ($10,000), or a cluster of schools ($10,000 - $250,000). There is an immediate need for IMP Regional Implementation Centers that can support the growing interest in IMP. For example, the Chicago Public Schools (CPS) has recently approved IMP as a recommended option for their city-wide mathematics adoption and now our team is working on implementation and scale-up plans with CPS.Funders and Partners
Funding for the development and implementation of the IMP started with public funds from the California Postsecondary Commission, the U.S. Department of Education, and the National Science Foundation. Support also came from private foundations such as The Noyce Foundation, the David and Lucile Packard Foundation, The San Francisco Foundation, the Stuart Foundation, and the Intel Foundation.
Currently IMP is working in partnership with:
The programs in this database clear a high bar. STEMworks reviewed each program against CTEq's Design Principles for Effective STEM Philanthropy.
Identify and target a compelling and well-defined need.
Use rigorous evaluation to continuously measure and inform progress towards the compelling need identified.
Ensure work is sustainable.
Demonstrate replicability and scalability.
Create high impact partnerships
Ensure organizational capacity to achieve goals.
Offer challenging and relevant STEM content for the target audience
Incorporate and encourage STEM practices.
Inspire interest and engagement in STEM.
Identify and address the needs of under-represented groups.