Example of a student-friendly resource for the STEM math pathway at Northwest Vista College, Texas.

Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly. While each state’s approach to the problem is distinct, all of them can be instructive in better understanding the nuanced policy and planning considerations needed to better serve students in this area.

The Mathematics Pathways to Completion (MPC) is a major effort supporting six states in moving from a broad vision for mathematics pathways to institutional implementation of the DCMP model at scale. As of 2018, almost three years into their efforts, MPC states have done exceptional work as they move into the final phases of implementation. Read through their activities to learn some of what’s involved as you plan or implement math pathways at your institution.

List of institutional commitments and two-year and four-year institutions in Arkansas that committed to implement mathematics pathways in Fall 2018.

Students who are struggling in mathematics can often find academic support in the form of one-on-one tutoring and drop-in help labs, which are commonplace at both two-year and four-year institutions. These supports provide personalized interventions and often play a key role in helping students succeed in gateway mathematics courses. Identifying effective practices in these types of student services, however, is a challenge that many institutions face. Oklahoma State University sought to address this challenge, which led to a revitalized mathematics support center that not only helps students through use of data-proven practices, but also serves as a center for ongoing research to improve its student support practices

If an institution has multiple mathematics pathways in place and the ultimate goal of reform is to better meet the needs
 of students, then an essential element in the implementation process is guiding students into the path that is best suited
 to their educational goals. But what is the best way to communicate to freshmen—many of whom might already be feeling overwhelmed—what their course choices are and what the consequences of those choices might be? One college found success in an elegant, innovative solution. 


This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.

All systemic change depends upon the hard work and commitment of the people who are on the front lines. Engaging these stakeholders in a positive and effective process is a key leadership challenge. In the case
 of implementing mathematics pathways, many leaders are concerned about how to support mathematics faculty in the change effort. Metropolitan Community College–Kansas City took a strategic approach to supporting and engaging faculty in mathematics pathways. 
This summary is part of the Charles A. Dana Center’s “Notes from the Field” series, which highlights examples of innovative practices from colleges, universities, and systems.

List of institutional commitments and two-year and four-year institutions in Washington that committed to implement mathematics pathways in Fall 2018.

This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.

This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.