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. One four–year institution — University of Central Arkansas — 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.

This graphic illustrates the "pathways perspective" and provides guiding questions to be considered in each portion of the pathway. More details about this "pathways perspective" is found on the Learn About page.

This brief describes the goals and processes for each working group as well as recommended skill levels and learning outcomes for Michigan’s entry-level, college-level mathematics courses: Quantitative Reasoning, Statistics and Preparation for Calculus.

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. Monitoring depth of implementation of reforms under these conditions is a daunting task, especially when there is not a statewide policy mandate or significant funding for institutions. Collecting information about implementation practices is a further complexity.

The Texas Success Center (TSC) has addressed these challenges related to implementation by highlighting exemplary practices among colleges and motivating continuous improvement. TSC supports Texas community colleges in a variety of ways including evaluating, supporting, and scaling ongoing efforts to improve student success rates.

While mathematics pathways are not new, there is still a long way to go towards wide-scale adoption and normative practice. The premise of this monograph is that there is expertise to be shared and issues still to be addressed. The monograph comprises chapters organized along topics that are aligned with the DCMP theory of change. The DCMP believes that systemic and sustainable change is best achieved through a process that is faculty-driven, administrator-supported, policy-enabled, and culturally reinforced. We hope that each chapter will provide the guidance and inspiration for improving student success in mathematics education through the widespread adoption, implementation, and continuous improvement of mathematics pathways.

For many students, the required mathematics course becomes a barrier to degree completion, either because they are reluctant to sign up for a mathematics course, or because they sign up for a mathematics course that is not appropriate for their program of study. It is important that students take the right mathematics course for their program of study or major. Ideally they should complete this first mathematics course during their first semester of enrollment.

The Central Valley Higher Education Consortium (CVHEC), in collaboration with the Charles A. Dana Center of the University of Texas, Austin (Dana Center), has launched an initiative to improve students’ success and completion rates in mathematics at colleges and universities in California’s Central Valley.

Math Pathways is a mathematics course or sequence of courses that students take to meet the requirements of their programs of study.

Attached is a copy of Executive Order 1110 relating to the assessment of academic preparation for and placement in written communication in English courses and mathematics/quantitative reasoning courses.

The CSU is committed to a new approach to academic preparation in which all students are afforded the opportunity and support needed to complete 30 college-level semester units (or 45 quarter units) before beginning their second academic year. Here you'll find a variety of resources in support of these efforts.​​