258 Results Page 25 of 26
National Research Council

This 220-page paperback examines the current state of the mathematical sciences and explores the changes needed for the discipline to be in a strong position and able to maximize its contribution to the nation in 2025. It finds the vitality of mathematical scienes excellent and that they contribute in expanding ways to most areas of science and engineering, as well as to the nation as a whole, and recommends that training for future generations of mathematical scientists should be re-assessed in light of the increasingly cross-disciplinary nature of the disciple.
Level:
State, Institution
Process Stage:
Getting Started, Planning
Role:
Policy, Math Department, Partner Disciplines
The Mathematical Association of America

This article walks the reader through a history and evolution of the mathematics major and, more generally, collegiate mathematics, in the United States.
Level:
State, Institution
Role:
Math Department
President's Council of Advisors on Science and Technology

A report and letter from the President's Council of Advisors on Science and Technology (PCAST) detailing recommendations and urging improvements in STEM education to produce over 1 million more college graduates in STEM fields than expected under current assumptions. A similar report is also available from PCAST on K-12-level recommendations recommendations.
Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Math Department, Partner Disciplines
President’s Council of Advisors on Science and Technology

A report and letter from the President's Council of Advisors on Science and Technology (PCAST) detailing recommendations and urging improvements in K-12 STEM education. This report lists specific actions to ensure that the United States is a leader in STEM education in the coming decades. A similar report is also available from PCAST on community college and university recommendations.
Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Institutional Leadership, Math Department
Policy Analysis for California Education

The 2nd report of a 3-part series will analyze how the distinct missions of high schools, community colleges, and four-year universities create tensions for articulating math curricula across segments, and the resulting challenges for alternative math pathways as a route to college readiness.
Level:
State
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department
Policy Analysis for California Education

Part 1 of a 3-part report series based on interviews and extensive reviews of literature and documentation from U.S. high schools and collegiate math curricula dating back to the mid-1990s. This 1st report examines the history, drivers, and evolution to differentiated pathways.
Level:
State
Process Stage:
Getting Started
Role:
Policy
Policy Analysis for California Education

The 3rd report of a 3-part series analyzes more specifically how college and university policies for placing students in remedial math courses creates additional barriers for students in completing a degree and/or transferring to a four-year university.
Level:
State
Process Stage:
Getting Started, Planning
Role:
Policy, Institutional Leadership
Carnegie Foundation for the Advancement of Teaching

This report provides descriptive statistics on 2012-2013 student outcomes as well as insights into the challenges and improvements in the second year's implementation of the Community College Pathways (CCP) program. The information presented in the report fuels the growing body of evidence for the CCP program's ability to reliably generate positive results at scale.
Level:
Institution, Classroom
Process Stage:
Getting Started, Planning
Role:
Institutional Leadership, Math Department
The California Acceleration Project

A report on the 2011-2012 implementation of the California Acceleration Project (CAP) in sixteen colleges within the California Community College System. This report provides an evaluation of the work on the English and math pathways, a look into variation of institutional implementation, explores acceleration facets, such as placement and evidence that acceleration reduces the achievement gap for students of all backgrounds.
Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department
Pamela Burdman/LearningWorks

This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.
Level:
Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department