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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.

Level:
State
Process Stage:
Implementing
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators

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.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Math Department

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.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Advisors and Coordinators
DOWNLOADABLE FILE(S)

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.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines
DOWNLOADABLE FILE(S)

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.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators

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.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Partner Disciplines
DOWNLOADABLE FILE(S)

In recent years, researchers and math faculty have questioned the use of standardized tests as a sole predictor of college readiness.

Level:
Institution
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Advisors and Coordinators

Fully integrating the guided pathways and mathematics pathways movements has the potential to remove barriers to student success and create lasting structural change.

Level:
State, Institution
Role:
Policy, Institutional Leadership, Math Department

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)

Level:
State, Institution
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department

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.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators