MIT Undergraduates Bridge the Calculus Gap for High School Students Nationwide

When a single high school student in rural southeastern Montana decided to take calculus this year, the odds of success seemed daunting. Without peers to study with or teachers experienced in advanced mathematics, the student faced an uphill battle. But thanks to a new initiative from MIT, that student now receives weekly tutoring sessions from an MIT undergraduate via Zoom, providing the support needed to tackle this challenging subject.

This is just one example of how the MIT4America Calculus Project is transforming access to advanced mathematics education across the United States. Launched last summer with support from the Siegel Family Endowment, the program pairs MIT undergraduates and alumni with school districts from Montana to Texas to New York, bringing world-class calculus instruction to students who might otherwise lack access.

Why Calculus Matters

Calculus serves as a critical gateway subject for students pursuing careers in science, technology, engineering, and mathematics. At MIT, where calculus proficiency is nearly universal among students, the subject represents a fundamental building block for success in higher education and beyond.

"Calculus is a gateway for many students into STEM higher education and careers," explains Professor Eric Klopfer, co-director of the MIT4America Calculus Project. "We can help more students, in more places, fulfill requirements and get into great universities across the country, whether MIT or others, and then into STEM careers."

Currently, only about half of the more than 13,000 school districts in the United States offer calculus classes. The MIT initiative specifically targets districts that already have calculus programs but need additional support to help their students succeed.

Building a National Network

The project has grown rapidly since its inception. Working with 14 school districts across the country, the program deploys 30 current MIT undergraduates and seven alumni as tutors. The weekly tutoring sessions are carefully coordinated with school administrators and teachers, and all MIT tutors receive rigorous training in pedagogy and working with high school students.

The program began with an in-person summer calculus camp in 2025 and aims to collaborate with approximately 20 school districts by next summer. The goal is to create lasting impact, not just help students pass exams, but to provide mentorship and build confidence in their mathematical abilities.

The Human Connection

While the program leverages technology for remote tutoring, its foundation rests on human connection. Claudia Urrea, an education scholar and co-director of the project, emphasizes that "a community of support is very important, to have connections that build over time. The human aspect of the program is irreplaceable."

This human element manifests in powerful ways. In a 5,000-student district south of Dallas, Texas, where about 60 high school students take calculus, five MIT undergraduates are currently tutoring 15 students. The personal connections formed through these interactions help students envision themselves in STEM careers.

Benefits Beyond the Classroom

The MIT4America Calculus Project creates value for all participants. For MIT students, it provides opportunities to develop communication skills, work with diverse populations, and gain teaching experience. Many MIT undergraduates are connecting back to their home states and communities, creating meaningful exchanges on both sides.

"I think involving our undergraduates in this is an awesome contribution," says Klopfer. "Our students really do come from all over the place, and are sometimes connecting back to their home states and communities, and that makes a difference on both sides."

Real Impact in Real Classrooms

Teachers in participating districts report significant positive outcomes. Shilpa Agrawal '15, director of computer science and an AP calculus AB teacher at Comp Sci High in the Bronx, New York, where 15 students are participating, notes that "for students to be able to see themselves in their tutors is a really cool thing. It's led to a lot of success for my students."

Agrawal, who majored in computer science at MIT, is part of a national network of MIT-connected teachers who have helped the program grow organically. The enthusiasm from participating teachers has been overwhelming, with many reaching out to Jenny Gardony, manager of the MIT4America Calculus Project, to express their gratitude.

One teacher wrote to Gardony about a student who "was so excited in class today. The session she had with you made her so confident. She's always nervous, but today she was smiling and helping others, and that was 100 percent because of you."

A Vision for National Service

The MIT4America Calculus Project emerged from conversations with David Siegel SM '86, PhD '91, a computer scientist and entrepreneur who challenged MIT to consider how it could spread its educational impact beyond campus walls and open doors to STEM careers for students lacking access to calculus.

MIT President Sally Kornbluth describes the initiative as answering Siegel's questions "in a perfectly MIT way: Reflecting the Institute's longstanding commitment to national service, the MIT4America Calculus Project supplies an innovative answer to a hard practical problem, and it taps the uncommon skill of the people of MIT to create opportunity for others."

As the program continues to expand, it represents a model for how top-tier educational institutions can leverage their expertise to address educational inequities across the country. By connecting MIT's calculus expertise with high school students nationwide, the project is not just teaching mathematics—it's building bridges to future opportunities in STEM fields and demonstrating the power of educational outreach to transform lives.

For the student in rural Montana and thousands like them across the country, the MIT4America Calculus Project represents more than just tutoring—it's a pathway to possibilities that might have otherwise remained out of reach.