Mathematics Intensive Summer Session (MISS)

Picture of Mathematics Intensive Summer Session (MISS) students.
State
California
Academic Level
Associate
Issue Area
Access
Key Personnel
Program Focus
Females/Latinas,
STEM

Overview

Project Mathematics Intensive Summer Session (MISS) was established in 1990 to address a nationwide concern of a shortage of female students, primarily Latinas opting for careers in STEM. The long-term goal of the program is to increase the population of female students who choose careers in natural science, engineering, and other STEM-related professions by completing college-prep math courses, which are often gate-keeping content areas. 

Program Description

MISS aims to support students in their study of mathematics, focusing on assisting them in completing the necessary courses required for college admission and eventual college graduation. Serving as a supplementary enrichment program, students study Algebra II during the summer for six hours a day in preparation for taking the course during the school year. A supportive environment is provided for the students by having two instructors and two tutors support a class of 32 participants. Throughout their participation, teams of four are assigned to build community, having students coming from different schools and pre-test scores. Additionally, students interact weekly with female role models who come from natural science, engineering, and other STEM-related professions to expose them to various career choices. 

Outcome

  • Increase women in natural science, engineering, and other STEM majors: 98% of participants attend college, with approximately 20% of them choosing natural science, engineering, and other STEM-related majors.
  • Increase college graduation rates: Of the MISS participants who enroll at California State University-Fullerton, 90% of them have graduated.
  • Increase math knowledge: In 2018, participants took the Second Year Algebra Readiness pre-test with an average score of 21.8 out of 45. When participants took their post-test, the average score was 29.7 of 45.
  • Increase math college readiness: As of 2020, 98% of participants go to college. The students also gain math content knowledge, math attitude, and math self-concept, instilling confidence and self-reliance.