In the midst of ongoing discussions about the implications of artificial intelligence on education, the Massachusetts Institute of Technology (MIT) is addressing a more traditional yet crucial challenge: the unequal access to calculus among American high school students. Recent findings from the National Survey of Science and Mathematics Education reveal a troubling statistic: nearly half of U.S. high schools do not offer calculus courses. This lack of access effectively excludes students from underserved schools from pursuing STEM careers, particularly at institutions like MIT where calculus proficiency is often a prerequisite for admission.
To combat this educational disparity, MIT has introduced the MIT4America Calculus Project, a program initiated in the fall of 2025 with support from the Siegel Family Foundation. Spearheaded by the Scheller Teacher Education Program (STEP) Lab at MIT, the project aims to enhance calculus education by recruiting and training undergraduates and alumni to provide remote tutoring to students in under-resourced high schools across the nation. This initiative not only reflects MIT’s commitment to national service but also leverages the expertise of its community to foster greater educational opportunities, extending the institute’s impact beyond its campus.
Currently in its early stages, the Calculus Project has successfully engaged 30 MIT undergraduates and seven alumni tutors, collaborating with 14 school districts. The initiative is expected to expand its reach to approximately 20 districts by this summer. The positive feedback from students participating in the program highlights its significance, as this spring marked the first cohort preparing for their AP calculus exams. The success of these students is a testament to their dedication, as well as the supportive mentorship provided by their MIT tutors.
Source: Sharing a love for calculus via MIT Technology Review