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 tool identifies key indicators of progress on each of the 10 Essential Actions outlined in the "DCMP Institutional Implementation Guide". The tool can provide a baseline assessment at the beginning of the implementation process and can be used periodically to guide continuous improvement.

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

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

Leveraging recommendations from the Task Force on Transforming Developmental Math Education, the Math Pathways Subcommittee [of the Task Force on Transforming Developmental Math Education] formed and partnered with the Charles A. Dana Center to join other states that were committed to bringing multiple math pathways to scale under the Dana Center’s Mathematics Pathways to Completion project. In January 2018, the Math Pathways Subcommittee of the Task Force on Transforming Developmental Math Education published five recommendations and strategies to support statewide scale of implementing mathematics pathways. The recommendations focus on: defining 4 mathematics pathways across Massachusetts' higher education institutions; improving transfer and applicability through defined default or recommended mathematics courses for programs of study; accelerating underprepared students to complete their first college-level mathematics course in one year or less; improving data collection efforts; and coordinating K-12 and higher education efforts towards mathematics pathways to support students transition.

A common concern among those considering mathematics pathways is the degree to which students who begin their college-level work in non-STEM pathways might be hindered if they switch to a STEM major. This brief summarizes numerous studies examining the prevalence of students who changed majors from non-STEM to STEM fields and provides recommendations for serving those students.

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.

Results of a survey aligning mathematical content to programs of study in Arkansas.

This resource is a sample Dana Center communication -or Playbook- including tips from research and the field for the president and senior leadership team to support mathematics pathways implementation at scale.

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.