Exemplar resource from Texas for its meta-majors (e.g., liberal arts, business) aligned to relevant math pathways.
Webinar that examines why it is important to focus on advising when implementing math pathways at scale and explores a step-by-step guide to develop a comprehensive advising plan using Dana Center resources and tools. (45:16)
[UPDATED 2019] Mathematics pathways are designed to address three barriers to student learning and success: inappropriate placement, misaligned content and long course sequences. This brief summarizes the research on these barriers and presents evidence that well-designed mathematics pathways lead to increased student success.
Executive summary by Complete College America on the findings for promising corequisite reform, with a focus on the work in Georgia, West Virginia, Tennessee, Indiana, and Colorado. The executive summary concludes with a blueprint for a solid foundation to build your own corequisite program.
Susan Scrivener, Michael J. Weiss, Alyssa Ratledge, Timothy Rudd, Colleen Sommo, & Hannah Fresques This report discusses a program that made a big difference for students and increased graduation rates: Accelerated Study in Associate Programs (ASAP), operated by the City University of New York (CUNY), one of the nation’s largest public urban university systems. ASAP is a comprehensive and long-term program designed to help more students graduate and help them graduate more quickly. The report also offers an an external evaluation and implications of the ASAP program in a random assignment evaluation by MDRC.
The Mathematical Association of America (MAA) A final galvanization of the common themes and collective thinking on curricular guidelines by thought leaders in the mathematical sciences community. This final report on a modern vision for undergraduate programs aims to capitalize on the opportunity to identify commonality and respond to influential reports from the National Research Council's (2013) and President's Council of Advisors on Science and Technology (2012) on the collective challenges to maintain a viable workforce in the US.
The Aspen Institute, Community College Research Center This playbook is a practical guide to designing and implementing a key set of practices that will help community college and four-year college partners realize the promise of the transfer process. In the first three sections, the resource describe essential practices, followed by a discussion of “next frontiers” of practice, and then list in the fifth section of activities for community colleges and four-year colleges to undertake in order to implement the strategies. The playbook concludes with a synthesis of practitioners’ perspectives on the benefits and challenges associated with state transfer articulation policies.
The Texas Success Center (TSC) collects statewide data to document progress Texas colleges are making in implementing the four principles of the Dana Center Mathematics Pathways Model (DCMP). This 4th annual TSC survey was designed to record progress toward high standards during DCMP implementation. Results of this survey were evaluated for recognition, and announced during a Texas Pathways Institute in November 2018.
National Center for Inquiry & Improvement This report is designed for higher education leaders and explores ten commonly asked questions about implementing guided pathways. It addresses concern about compromising our higher education values, practical considerations about control and enrollment, and apprehensions about the impact on students’ learning and development—all issues that will need to be addressed to successfully pursue a guided pathways effort.
U.S. Department of Education, National Center for Education Statistics United States policymakers have targeted reducing STEM attrition in college, arguing that retaining more students in STEM fields in college is a low-cost, fast way to produce the STEM professionals that the nation needs (President’s Council of Advisors on Science and Technology [PCAST] 2012). Within this context, this Statistical Analysis Report (SAR) presents an examination of students’ attrition from STEM fields over the course of 6 years in college using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study and the associated 2009 Postsecondary Education Transcript Study.