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.
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.