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.

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.

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

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.

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.

This template supports the institutional leadership team to define key actions and deliverables in year-one of implementation of mathematics pathways.

This resource highlights key institutional actions and deliverables in year-one of implementing mathematics pathways.

In this video students share their stories of overcoming past challenges, persevering to find success in mathematics pathways, and the joy of experiencing math as a “language” they can understand. (5:07)

In this video faculty members discuss the importance of active learning pedagogy training and note how Dana Center professional learning workshops support faculty as they explore “all the moving parts and how they fit together.” (2:16)

In this video faculty member Russell Self of Trinity Valley Community College describes his experiences with courses aligned with the DCMP Model. Russell speaks about how he is able to see his students grow in their ability to work with others and become independent learners. (0:53)