Ideation and Implementation of a Sustainable and Equitable Math Peer Learning School District Mentorship Program

Participation in Science, Technology, Engineering, and Mathematics (STEM), particularly math and science, extracurricular and enrichment programs influence Kindergarten to 12th Grade (K-12) students' primary motivation towards being inspired to pursue higher STEM education and enhancing their problem-solving skills. A STEM achievement gap is suggested to be present, comparing students who actively participate in STEM-related extracurricular activities to those who do not. Due to the unforeseen circumstances posed by the pandemic, staff shortages, and the demanding requirements of sustaining such STEM programs and clubs, many school districts had to shift focus away from additional enrichment programs to standardized school-related activities only. To combat the possibility of temporarily closing math clubs, especially when STEM enrichment impact is more significant on youth, I founded North Creek High School's Mu Alpha Theta - MAθ (high school Math Honor Society) Chapter to foster a school district-wide partnership between the high school (grades 9–12) and a middle school (grades 6–8) with little advisor involvement. This community service project model focuses on peer mentoring by coaching math and problem-solving strategies for middle school students using equitable resources. This paper outlines the learnings and successes of the cyclical and self-feeding peer-model mentoring structure of the mentorship program implemented between the school district's elementary, middle, and high schools. As a sustainable and inspiring model, this student-led initiative encourages more youth to appreciate math and the youth to give back to their educational communities and stay vested in community development as volunteers and mentors.