Balance the Equation: A Grand Challenge for Algebra 1
Pre-Application Survey

The Bill & Melinda Gates Foundation is seeking to disrupt the deeply imbalanced system against this generation–and previous generations–of Black, Latino, English Learners* (ELs), and students experiencing poverty in the United States, who we will refer to as priority students, as it relates to their Algebra 1* experience in 7th, 8th, or 9th grade, in-class or online.

We acknowledge however, that our application process requires a substantial amount of your time and energy. We highly recommend that you start your application journey here by reading through this list of pre-application questions to self-identify your applicability.

Please reference the Glossary of Terms* for definitions of terminology used throughout.

Question 1

Does my solution* address one or more of the following Areas of Focus?

1) Builds out Support Systems: Facilitates the creation and maintenance of inclusive mathematics communities*–in person or virtual–between students and adults to build relationships. These supports build critical consciousness* among educators and an understanding about sharing power with students in co-constructing the mathematics learning community; a more expansive view of mathematics among adults and students; and promote meaningful collaboration, deep mathematical thinking, and exploration among students and adults. (S2S, T2T, S2T, S2Adult, T2SFamily).

2) Improves Relevance of Algebra Content: Increases the relatability by using real-world examples that connect to the interests of students in the mathematics community (e.g., classroom) and increase focus on making sense of Algebraic concepts.

3) Elevates Understanding of Math Language: Improves linguistic awareness and practices by tackling math vocabulary, syntax, morphology [changing word forms], argument structure, or feedback for students (in a manner that especially prioritizes emerging multilingual students, but also benefit monolingual English speakers) and/or teachers. Leverages linguistic and other assets* of emerging multilingual students. Takes care not to create avoidable linguistic barriers to mathematical concepts.

4) Empowers and Strengthens Teacher Practices: Offers new materials, tools, and strategies that empower, support, and expand teachers' knowledge and use of instructional practices that meet individual student needs, develop mathematical proficiency*, and create positive class experiences on a daily basis.

5) Develops New or Better Feedback Mechanisms: Explicitly applies assessment or progress monitoring data for instructional purposes to enhance access to core Algebraic content.