In southeastern Montana, a high school senior is studying calculus alone. The student’s only support comes from weekly Zoom sessions with an MIT undergraduate, part of a new initiative aimed at widening access to advanced math education. The program, known as the MIT4America Calculus Project, pairs trained MIT students with school districts nationwide to tutor high schoolers in calculus—a subject often seen as a gateway to STEM careers.
The project launched last summer with an in-person summer camp, now expanding to 14 school districts across the U.S. MIT undergraduates and alumni serve as tutors, offering weekly video sessions. The effort targets districts with existing calculus programs but limited resources, helping students meet college and career requirements. “Calculus is a gateway to STEM higher education,” says MIT Professor Eric Klopfer, co-director of the project. “We want to ensure students have the skills to pursue those paths.”
Read Also: Veterans Get Help Navigating College Systems
Currently, the program works with 14 districts, deploying 30 undergraduates and seven alumni. Tutors undergo training in pedagogy and student engagement. Sessions are coordinated with school administrators to align with curricula. In Texas, for example, five MIT students tutor 15 high schoolers in a district of 5,000 students. “It’s not just about passing exams,” says Claudia Urrea, co-director of the project. “We aim to create mentors who reflect the futures students hope to achieve.”
Support comes from the Siegel Family Endowment and David Siegel, a Two Sigma chairman and MIT alumnus. MIT President Sally Kornbluth praised the initiative as “a perfectly MIT way” to address educational gaps. “David Siegel asked: How can we spread MIT’s impact beyond our walls? This project answers that,” she said. The program’s long-term goal is to expand to 20 districts by next summer.
Across the U.S., only about half of the 13,000 school districts offer calculus. The MIT project focuses on those with existing programs but lacking resources. “We’re not replacing what schools have,” says Klopfer. “We’re supplementing it.” Tutors often connect with their home states, adding a personal touch. One teacher in the Bronx noted, “Students seeing themselves in their tutors is a really cool thing.”
Shilpa Agrawal, an MIT alum and AP calculus teacher, has seen results. “My students have succeeded because of this,” she says. The program also develops online tools to aid learning, but Urrea stresses the value of human interaction. “A community of support is irreplaceable,” she adds. Teachers report increased confidence among students, with one noting, “She was smiling and helping others—100% because of you.”
MIT undergraduates gain experience in communication and mentorship. “They develop skills that benefit them too,” Klopfer says. The project’s growth relies on partnerships with educators. Jenny Gardony, manager of the initiative, receives regular updates from teachers. “The fact that a busy teacher takes time to send a thank-you email—it’s touching,” she says.
The program’s impact extends beyond math. It builds connections between MIT students and their communities. Agrawal, who teaches at Comp Sci High in the Bronx, highlights the program’s role in her school’s success. “It’s led to a lot of success for my students,” she says. As the initiative expands, organizers aim to maintain its focus on personal mentorship and accessible education.