This report outlines the progress toward SStF Arkansas Initiative goals from 2018-2020. It also presents the persistent scaling challenges that Arkansas higher education stakeholders face, as they work to increase equitable access and outcomes in undergraduate English and mathematics.

The Transfer Partnership Strategy (TPS) was a one-year collaboration that built on the work of the Texas Transfer Alliance. TPS effectively used regional coordinators to facilitate collaboration and communication between community colleges and universities.

Corequisite remediation, which places students directly into college-level work with additional academic support, has emerged as a robust alternative to stand-alone, prerequisite, developmental education.

Research shows that math is a significant contributor to education equity gaps.

depicts a creative, student-friendly resource for mathematics pathways from Victoria College in Texas. 

This Convening Recommendations document reflects recommendations from the “Math and Statistics Education for Nurses” Convening held by the High-Quality Mathematics Education for Nurses Task Force in October 2019.

The design standards outlined in this document set the guidelines for how the curricular materials for individual DCMP courses were designed to support a coherent, learning experience for students.

The Texas 2-year and 4-year transfer inventory guide for AY 2020-21.

The University of North Carolina System (UNC System) Math Pathways Task Force Recommendations Report address both breadth and depth recommendations for UNC System institutions to implement mathematics pathways.

Complete College America In order to increase the number of students earning postsecondary credentials, CCA argues that long-sequence remedial coursework is not effective.