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Teachers, families need to be part of the conversation and creation of policy. They can be deterrents of policy implementation.

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Disconnect between admissions requirements (pathway to calculus) vs other pathways

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Can we make sure that if a student moves from school to school and level-to-level that they can continue to succeed?

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How do we communicate goals and principles across stakeholder groups?

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What are some stories from districts/universities who have implemented Launch Years or similar pathways?

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How do students become exposed to / aware of different areas of math and/or different pathways - while also preserving some sort of transferability across transitions?

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Need to communicate / align / make coherent across contexts "what math" are we talking about when we say things like "data science" or "Algebra II"

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For each kind of thing we're talking about - who do we have to get on board to make changes? How can we get the buy-in? What can we as orgs to to make change happen on a big scale and/or help our members act as local change agents with some kind of coherence?

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How do we make sure that pathways isn't turned into another name for tracking?

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At lots of places there's no one "responsible" for quantitative education broadly - things are fragmented in HE which -> coherence problems in HS