March 11th, 2026
At El Capitan High School, the Math Bridge project is doing more than teaching statistics; it is helping students rebuild confidence in their mathematical abilities and develop the habits they will need to succeed in higher education.
The class is led by high school instructor Carly Scheuerman and Merced College math professor Kristi Rieg. Together, they guide students through a two-semester pathway that begins with pre-statistics in the fall and culminates in a college-level statistics course in the spring. The model blends high school support with college expectations, creating an environment where students who once doubted their math abilities begin to see themselves as capable of college-level success.
“Since I am the high school teacher, I am here the entire year with the students,” Scheuerman explained. “I teach pre-stats in the fall to help them get ready for the college class they will be entering in the spring semester, which is when Professor Rieg comes in.”
Rieg joins the classroom more consistently in the spring when the college statistics course begins. However, she begins building relationships with students long before that.
“Carly and I talked a lot during the first semester, but I only came in once or twice to introduce myself and do some activities with the students. I come in predominantly during the second semester to teach three days a week. They have the other two days to study and receive homework assistance from Ms. S.” – Kristi Rieg
This structure ensures that students have consistent support while also experiencing the expectations of a real college course. For many high school students, enrolling in a college-level math course can feel intimidating.
“At the very beginning of the school year a lot of students were really worried about taking this course because it was a college class,” Scheuerman explained. “I had a lot of students say, ‘Oh, I am not good at math, I can’t do this.’ But the good thing is, all they really need to have learned in the past is how to solve equations. It is a different way of thinking about math which I really like.”
By reframing statistics as a new way of thinking rather than a continuation of traditional math pathways, the project helps students approach the subject with less fear and more curiosity. For Scheuerman, the extended timeline allows students to build familiarity with concepts before facing the pace of a college class.
“I appreciate that we have a little bit more time to break up the material during the first semester,” she said. “I can help them work through anything I think would help them with the statistics course, and then we spiral back. A lot of it is repetition at the beginning of the second semester so students can realize, ‘Oh, I’ve already done this.’ It becomes less intimidating, and then we can slowly start to go more in-depth.”
From the college professor’s perspective, the preparation students receive in the fall allows for deeper engagement in the spring.
“I like the structure because it saves me a lot of time on the front end,” Rieg explained. “They just spent a whole semester finding the average of number sets and whatnot, so when we get to deeper-level statistics, we have more time to spend on those topics.”
One of the most powerful parts of the project is the transformation teachers see over the course of the year. Scheuerman notes that the shift often becomes visible when the spring semester begins, and the course officially becomes a college class.
“I had a lot more flexibility during the first semester,” she said. “Starting in the spring, the students started to realize that this is a college class, so they started to submit their assignments on time and actively take notes. They realized they needed to be here, be present, and engaged. It was a big wake-up call.”
Rieg has witnessed similar changes as students settle into college expectations.
“I’ve seen them grow a lot, even in the past few weeks,” she said. “They really start to understand that due dates, completing assignments, and communication with the professor are very important. As we are getting into March, they are a lot more serious about their grade.”
The classroom dynamic itself has changed as students become more focused and self-driven.
“I see a lot of students who have their heads down and are powering through assignments even during free time.” – Kristi Rieg
Both educators believe the project gives students a realistic preview of college academics while still providing the support systems of a high school environment. That experience is part of why they believe Math Bridge is so valuable.
“This is a great way for students to try out a college class while still having extra support that they won’t have next year,” she said.
For other schools considering implementing Math Bridge, both instructors emphasize the importance of collaboration between high school and college faculty.
“I highly recommend any school that is looking at this, if they can, to do the team-teaching version,” Rieg said. “It is a lot easier when you can share the load, rather than having to do both pieces by yourself.”
The shared responsibility not only benefits teachers but also strengthens the support system for students navigating college-level work.
Programs like Math Bridge demonstrate how thoughtful partnerships between high schools and colleges can expand access to higher education, particularly for students who may not initially see themselves as “math people.” Through scaffolding, collaboration, and sustained support, classrooms like the ones at El Capitan High School are helping students build both the skills and confidence they need to succeed.
Learn more about the impact of the Math Bridge project on our website: https://college-bridge.org/
