Adding up to Success: NH Community Colleges and High Schoolspartnering for Math Excellence!
The Math Learning Communities (MLC) is a state-funded, innovative partnership initiative between NH public high schools and the Community College System of NH (CCSNH). This two-tiered math program offers public secondary schools the opportunity to offer our two courses at their schools, one for high school credit and one for dual-enrollment credit. These courses are designed to equip juniors and seniors with essential higher-level math skills, preparing them for diverse postsecondary paths—whether that’s college, the military, apprenticeships, training programs, or direct entry into the workforce.
Overview of Courses
Algebra 2: Functions, Modeling, and Quantitative Reasoning
This course equips students with essential mathematical reasoning and problem-solving skills, focusing on real-world applications and preparation for advanced mathematics. Using innovative teaching methods like asset-based, modeling, and social-emotional learning strategies, students explore key concepts in functions (linear, quadratic, exponential, etc.), number theory, probability, statistics, and geometry. Emphasis is placed on critical thinking, active problem-solving, and technology.
Offered for high school credit at your high school.
The Algebra 2 topics in this course satisfy the general admissions requirements for the University of New Hampshire
Statistics I: An Introduction to Statistical Reasoning
This course focuses on developing statistical literacy and reasoning through problem-solving and decision-making. Students engage in the statistical process—formulating questions, analyzing data, and interpreting results—to become critical consumers of statistical information. Key topics include descriptive and inferential statistics, probability, regression, surveys, and hypothesis testing. The course uses various statistical tools and software to enhance understanding.
Offered for both high school credit at your high school and dual-enrollment credit through Early College at CCSNH.
Accepted for math credit at all University System of NH Schools (UNH, UNHM, Plymouth State University, Keene State College)
Partner schools launching in Fall 2025 or Fall 2026
The following schools are partnering with Math Learning communities, and there are more to come!
Inter-Lakes
Manchester Central
Manchester Memorial
Manchester West
Merrimack Valley
Moultonborough
Nashua North
Nashua South
Plymouth
Prospect Mountain
Winnacunnet
Woodsville
Key Features of the Math Learning Communities
Inclusive Curriculum: MLC courses are accessible to all students, ensuring that everyone, regardless of their future plans, has the opportunity to excel in math.
Asset-Based Instruction: Our teaching approach focuses on recognizing and building upon students’ strengths, fostering a positive learning environment that enhances engagement and confidence.
Hands-On Learning: Students will engage in modeling and exploration, connecting mathematical concepts to real-world applications and encouraging critical thinking.
Social-Emotional Learning: We prioritize the emotional and social development of students, helping them cultivate resilience, teamwork, and a growth mindset.
Comprehensive Support for Educators: Participating schools will receive free training and ongoing professional development for teachers, complete with stipends for their time. We’ll also facilitate connections with other educators across the state, fostering a collaborative community of practice.
Innovative, Research-Driven Course Materials: Schools that partner with us to launch MLC in Fall 2025 or Fall 2026 will receive high-quality, research-based course materials at no cost, ensuring that your educators have the resources they need for effective instruction.
Benefits of the Math Learning Communities program
Students:
Have the opportunity to engage with math, exploring topics that will prepare them for whichever post-secondary path they choose
Avoid the time, cost, and discouragement of struggling with pre-requisite math courses upon entering college
Are eligible to apply for Early College scholarships
Are eligible to apply to a wider range of college programs and majors
Can transfer their successfully-completed Statistics 1 course to most four-year colleges and universities
Partner High Schools are provided:
Free placement assessment
Purchasing assistance for course resources
Algebra 2 and Statistics 1 course curriculum training and instructor guides with full-course lesson plans
Advisor Handbooks for guidance counselors and math faculty
Professional development events and onsite technical assistance to promote innovative teaching practices:
Students who took MLC courses at their high schools
“I never liked math. I always found it really tedious and never really interesting to me. This course has changed my attitude towards math because I always used to try to avoid math whenever I could. Now I see it, and I’ll do it in my head, and it’ll make sense immediately.” – Student at Nashua High School North, 2017
“I’ve never really been a fan of math until this class. In this class, I always have so much fun it. It’s definitely my favorite class which is really surprising because I never really liked math. It’s funny because in math class I usually just kept quiet, but in this class, I speak up more and I understand the problems more. It makes you feel better in a way because you understand the problems more and understand the information more than previous math classes.” – Student #1 at Profile High School, 2017
“My attitude towards math when I came into college was not very good. When I was in high school, I did not do very well, I almost failed math in high school. When I came to college, I actually did much better. I’m doing very well in math now, my attitude towards math has changed very much, and I’m very happy where I’m going with math right now.” – Student at Nashua Community College who was in the MLC program at his high school, 2017
High school and community college faculty who taught MLC courses
“Look at this as a way to reach those students who checked out early on. They’re ready now. They want the help. Yeah, there’s a traditional way we taught Algebra 1 and Algebra 2; that didn’t work for these students, that’s why they checked out. Up until the point where we instituted [the MLC courses], they had nowhere to go. They would be interested but there was nothing for them to do. This is like a second chance for these students who are now ready to learn it to be given the opportunity to learn it. They’re not going back in a class with Freshmen, they’re going back in a class with [juniors and seniors] who are more motivated.” – Math Faculty at ConVal High School #1, 2017
“We try to incorporate practical applications. Because we have a wide variety of majors taking the course, we can tailor the class to those majors. For example, some may be early childhood education, so we talk about if you run a childcare center, how do you break even? So, we’ll do break-even analysis with linear systems, so they see this is important information for their everyday lives.” – Mathematics and Physics Department Head at NHTI, 2017
“Many of the skills that we look at in [the MLC courses] students have experienced before but haven’t had success for lots of reasons. Whether they just weren’t mature enough, they weren’t completing homework and practicing enough, they didn’t care, there’s a whole host of reasons. Certainly, one of the reasons I like about teaching [in this program] is that I don’t have to introduce and develop those skills completely because they’ve already experienced many of them before. Now I can help them take that step further and apply them to real life contexts.” – Math Faculty at Profile High School, 2017
“[The MLC courses] change a lot of attitudes. It gives them a positive experience rather than drilling them and rather than having them memorize a lot of things in math. In the past, some people take the course and they say it doesn’t really apply to them. They come back later on and they say, ‘guess what, I did something in a psychology class and we needed this stuff to understand a topic we were working on!’ Many of the students didn’t know how to do it and this student ended up explaining what was going on in the class.” – Math Faculty at Nashua Community College, 2017
“I went to two different sessions for training for the math learning communities, and during those trainings different teachers who had been teaching it gave different practices in different ways to approach some of your more difficult concepts. It not only helped me learn those concepts, but it also energized me to think of different ways that I was going to teach. Any time you get a support system like that, it not only helps you in the classroom, but it energizes you to do better for that kind of student.” – Math Faculty #1 at Nashua High School North, 2017
