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.
Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just-in-time instruction.
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.
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.
The Dana Center recommends that implementation of mathematics pathways is most effective when efforts are coordinated across institutions while still allowing for local decision making on how the pathways are operationalized.
Implemented and scaled corequisite models for its Quantitative Literacy and College Algebra courses that led to significant student success and completion rates nearing 90% for underprepared students.
In recent years, researchers and math faculty have questioned the use of standardized tests as a sole predictor of college readiness.
Fully integrating the guided pathways and mathematics pathways movements has the potential to remove barriers to student success and create lasting structural change.
Recognizing that student proficiency and success rates in mathematics are much lower than desired in Central Texas, as is commonly the case elsewhere, the region’s education leaders decided in 2018 to address the problem directly and established the Central Texas Math Alignment Taskforce (CTXMAT)
As the baby boom generation ages, the current shortage of registered nurses in the United States is expected to worsen due to a rising need for nursing services and the retirement of significant numbers of nurses. This brief examines the mathematics content and requirements for nursing degrees, as compared with the mathematics used by nurses in the field; considers whether they pose a barrier to access; and offers some emerging solutions suggested or implemented by a variety of agencies, institutions, and states.