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.

This brief summarizes recent work by the Texas Transfer Alliance, a collaboration of universities and community colleges in Texas led by the Dana Center since 2018. The brief further highlights some emerging practices from institutions in the state that show promise in improving student success and social mobility.

Implementing and scaling mathematics reforms can leave little time and energy to document and share innovations. A modest data collection tool, and recognition of progress and best practices, can motivate continuous evaluation and improvement.

Broad collaboration across multiple stakeholders and clear guidance from faculty and policymakers produced clearly defined pathways for students to enroll in mathematics courses that will both transfer and apply to their chosen fields of study.

Analysis and “backward mapping” of data illuminate natural pathways students are taking to fulfill their math requirements. This approach informs a state-level data framework to address transfer inconsistencies between two-year and four-year institutions.

Using multiple measures of mathematics readiness to place students, providing “just-in-time” supports, and improving alignment of gateway courses to degree programs show promise to move students to-and-through their degree requirements efficiently.

This report attempts to examine the preparation for calculus on a microscopic level. Researchers tracked the actual enrollment of students in precalculus, calculus, and non-calculus based courses over 20 successive semesters, from fall 1992 to spring 2002.

Combining several initiatives led to a rapid scaling up of co-requisite supports for underprepared students. The multipronged approach required faculty collaboration to align gateway mathematics courses and intense training of support staff and advisors.