Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 13–minute video walks through the 3 essential elements of telling your story related to mathematics pathways in an effective and memorable way.

The 2018 American Mathematical Association of Two-Year Colleges (AMATYC) standards guide lays out recommendations for impacting mathematical prowess, and improving mathematics education in the first two years of college. This guide builds on the content of, "Crossroads in Mathematics," and "Beyond Crossroads: Implementing Mathematics Standards in the First two years of College." As a part of this work, AMATYC outlines four pillars as key themes:

• Proficiency: Developing Students' Mathematical Knowledge
• Ownership: Taking Responsibility and Showing Initiative
• Engagement: Developing Intellectual Curiosity and Motivation in Learning Mathematics
• Student Success: Stimulating Student Achievement in Mathematics

Finally, this guide serves as a resource for professional growth, and as a framework to make significant changes at the individual, departmental, and college level.

The Texas Success Center (TSC) collects statewide data to document progress Texas colleges are making in implementing the four principles of the Dana Center Mathematics Pathways Model (DCMP).

This 4th annual TSC survey was designed to record progress toward high standards during DCMP implementation. Results of this survey were evaluated for recognition, and announced during a Texas Pathways Institute in November 2018.

Most state– and system–level policies and practices support the transferability of credits, but do not account for the applicability of those credits to a student’s program of study. Even when students are able to transfer credits, those credits might not count toward their desired majors, which can lead to wasted time, increased costs for both students and the state, and students dropping out of college altogether. Efforts to remedy these problems are most effective when enabled by a well-considered policy environment which, in turn, is informed by data.

In Washington, substantive steps have been taken to address this issue with a data-driven process.

Texas 2-year and 4-year transfer inventory guide for 2018-19.

This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways. This report specifically explores examples of innovative approaches to drafting and implementing task force recommendations from thirteen states working in collaboration with the Dana Center. Furthermore, this report provides a synopsis of key focus areas of state-level task force recommendations and concrete examples of customized state-level supports for the sustainability and scale math pathways.

Many institutions implementing and scaling mathematics pathways are faced with the challenge of enrolling students in relevant gateway math courses that are aligned to their programs of study. When faculty and policy agencies in Arkansas understood the impact of transfer and applicability of mathematics courses on students, they committed to state-level action and coordination to address the problem. In an effort to increase student success in mathematics and increase overall degree completion at a large scale, various Arkansas stakeholders set into motion strategic policy action to provide statewide guidance and alignment of non-STEM mathematics courses to programs of study.

This resource is a sample of the Quantitative Reasoning course.

This resource is a sample of the Statistical Reasoning course.

This resource provides a selected list with explanatory notes on key mathematics pathways references and publications. Topics covered in this supplementary resource include:

• Mathematics Professional Associations on Mathematics Pathways
• Consistent and Predictable Transfer and Applicability
• Placement and Acceleration Options
• Co–requisite and Accelerated Structures