January 29th, 2026
What does it look like when high school and college educators truly work together, not just to align curriculum, but to support students as whole people?
For Gina Saxton, a teacher at Stagg High School, and Jackie Schwegel, a math professor at San Joaquin Delta College, the answer lies in intentional partnership, shared responsibility, and a deep belief in students’ potential. Through the Math Bridge Project, the two co-teach a college-level statistics course in a high school setting, creating an environment where students, especially first-generation learners, can build confidence, community, and college readiness before graduation.
“My role is to be a facilitator, teacher, mentor, and to emulate the position of a college student.” – Ms. Saxton explains.
Professor Schwegel complements that role by bringing the college perspective into the classroom. As a Delta College professor, she delivers college-level content, assists with grading, and helps students understand what will be expected of them once they transition to higher education. Together, they blur the traditional lines between high school and college instruction, both intentionally and thoughtfully.
Ms. Saxton credits Owynn Lancaster, Vice President of Academic Strategy for College Bridge, with bringing the partnership together. “We had meetings where we would go over pre-tests, talk about the strengths and weaknesses of the students, and how I can best help them,” she recalls.
Those early conversations laid the foundation for a strong collaborative model. Professor Schwegel reflects on how impactful that planning phase was:
“It was very laid back and casual. It was a great opportunity to get to know each other’s teaching styles, what is important to each of us as educators… Talking about the math gave a solid foundation and direction for working together and opened up other communication pathways.”
What truly sets Math Bridge apart, however, is the presence of two educators actively supporting students at all times.
“Having a teaching partner makes this model vastly different from other high school and college classes.” Ms. Saxton says. “Having Jackie as a partner is wonderful.”
Schwegel is quick to push back on Saxton’s modesty. “Gina is actually the one doing the heavy lifting,” she counters. “She does all the relationship building, because the students are already super comfortable with their high school teacher.”
Another cornerstone of the Math Bridge model is data-informed instruction. Ms. Saxton and Professor Schwegel regularly review grades, attendance, assignments, and assessments together. They identify which students are thriving, which may be slipping, and which need targeted intervention. Because they share access to student data and have built-in time to check in before class, no concern goes unnoticed. If a student is falling behind, both instructors know. If a student makes significant progress, both celebrate it.
Students hear consistent messages from two trusted adults: We see you, we believe in you, and we are here to help, but you have to engage. For many students, especially those who are first-generation, that consistency matters. Math Bridge also creates space for conversations that go beyond coursework.
“The way Math Bridge is structured really opens up the conversation for students to be able to talk about all things associated with college and life after high school,” Professor Schwegel shares.
From FAFSA to housing questions, the classroom becomes a safe space to ask questions students may not feel comfortable asking elsewhere. Many students continue to reach out for letters of recommendation for scholarships, internships, and professional opportunities, demonstrating that the relationships built during Math Bridge extend far beyond the semester.
At its core, Math Bridge is about more than statistics. It is about redefining how systems work together to support students.
By combining relationship-building, data-informed instruction, and cross-sector collaboration, Gina Saxton and Jackie Schwegel are helping students thrive academically while developing the confidence and skills they need for college and career pathways.
Their partnership shows what is possible when educators believe in students, and in each other.
🎥 Want to hear Ms. Saxton and Professor Schwegel share their experience in their own words? Watch the full interview here: https://www.youtube.com/watch?v=G28xo9QFP0A
