March 23rd, 2026
When educators, institutions, and communities align around a shared goal, real change becomes possible. That spirit of collaboration was on full display when Stacey Cool, M.S., Program Administrator – Curriculum & Instruction for Merced Union High School District (MUHSD), recently presented the Math Bridge project to the district’s school board.
The presentation not only highlighted the project’s rapid growth and measurable success but also reinforced a powerful truth: with the right support, more students can succeed in math and confidently pursue college pathways.
Behind that success is more than a program model; it is the result of intentional design, research, and day-to-day coordination led by the College Bridge leadership team. Founder & President Dr. Lynn Cevallos, Vice President of Academic Strategy Owynn Lancaster, and Vice President of Operations Dr. Nicole Korgie serve as the backbone of Math Bridge, ensuring that the project is not only implemented, but continuously refined, aligned, and supported across every partner site.
Stacey Cool brings a strong focus on data-driven decision-making to her work. Her leadership has already been recognized at a high level. She previously accepted the Data-Driven Hero Award at the Parsec Education Summit, honoring MUHSD’s commitment to using data to improve student outcomes.
That same data-forward mindset was evident throughout her presentation. Opening her remarks, Cool set the stage clearly:
“Tonight, I’ll be presenting an overview of the Central Valley Math Bridge Project and the early successes we’ve had so far.”
At the heart of Math Bridge is a challenge many educators know well: math is often the barrier that prevents students from accessing and succeeding in higher education. The Math Bridge model was designed to tackle that issue head-on by aligning high school and college math pathways, creating what Cool described as:
“a smooth and supported transition for students.”
Through partnerships with higher education institutions and organizations, the project provides students with access to college-level coursework while still in high school, paired with the support they need to succeed. Math Bridge is not just a class; it’s a structured, collaborative system designed to meet students where they are.
That structure is carefully maintained through ongoing collaboration across systems. Dr. Cevallos leads high-level strategy and intersegmental partnerships, ensuring alignment between K–12 and higher education institutions. Mr. Lancaster oversees curriculum, instruction, and data-driven improvements, working directly with educators to adapt to evolving classroom and policy needs. Dr. Korgie manages operations, student support systems, and program implementation, ensuring that each site has the tools, training, and coordination necessary for success. Together, their work sustains the infrastructure that allows Math Bridge to function effectively beyond the classroom.
As Cool explained:
“By giving students access to college-level content while still benefiting from the support of their high school instructors, Math Bridge bridges the gap between secondary and post-secondary education.”
Students in the project complete a dual enrollment elementary statistics (STATS C1000) course through Merced College, an essential class relevant to a wide range of majors, from nursing to business to history.
One of the most impactful aspects of Math Bridge is its intentional focus. Rather than targeting students already on advanced math tracks, the project is designed for those who might otherwise stop after meeting minimum high school graduation requirements.
Cool emphasized this distinction:
“The goal is to reach students who discontinue their math path before graduating, not those already on a path to higher-level courses like AP statistics or calculus.”
Guided by the Math Bridge team, MUHSD teams analyze GPA and math history to identify students who need that extra push and support, then personally invite them to participate. Counselors, administrators, and teachers all play a role in recruitment, ensuring students are both aware of and supported in joining the project.
Cool highlighted the significance of the project’s growth:
“Starting with 121 students at four schools has now grown to 226 across 6 schools in just one year, and we’re just getting started.”
Even more importantly, many of these students would not have taken a math class during their senior year without Math Bridge.
While the data is compelling, the project’s impact goes beyond statistics. Math Bridge helps students build confidence in their abilities and see themselves as capable of succeeding in college-level coursework.
As Cool noted:
“Statistics is a course with real-world relevance, helping students make sense of the data and information they encounter every day, not just in school, but throughout their lives.”
This combination of practical skills and academic achievement is key to long-term success.
The presentation was met with clear enthusiasm and support from school board members. One board member, Kurt Kollmann, shared:
“I really appreciate the data that you guys were able to bring… and show what we’re doing at the high school district.”
Another board member, Tiffany Pickle, emphasized the project’s importance for students who may struggle specifically with math:
“There are a lot of students who do very well in other subjects but struggle with math. This might be just the thing to really help support them.”
The conversation also highlighted the vital role of teachers and counselors, with Cool noting:
“A lot of credit goes to the math instructors. They work hard to recruit the students and to keep them in that class.”
That on-the-ground effort from educators is made possible by a broader system of support working behind the scenes. That support is especially visible through the work of Owynn Lancaster, who regularly checks in with teachers, provides instructional resources, organizes collaborative team grading sessions, and offers troubleshooting and one-on-one guidance throughout the term. His ongoing availability for questions and extra support helps instructors stay aligned with program expectations while giving them the tools they need to confidently guide their students through the Math Bridge curriculum.
From navigating shifting legislation and aligning course expectations across institutions to providing professional learning, data analysis, and real-time problem solving, the College Bridge leadership team ensures that instructors and counselors are never working in isolation.
With strong outcomes and growing momentum, Math Bridge is continuing to evolve. The ultimate goal remains clear: ensuring more students enter college prepared, confident, and ready to succeed.
As Cool concluded:
“The Math Bridge project is proof that when high schools and colleges work together with a shared purpose, we can meet students where they are, and open doors they may not have known were available to them.”
