Complete College America A 6-page summary of the Guided Pathways To Success (GPS) origin, essential components, and some initial findings in states implementing the GPS.

Mathematics pathways are a promising approach for improving student outcomes, but if implementation happens one college at a time and without statewide policy support, the potential for scaling is diminished. This report describes the structure of the MPC project and the supports that the Dana Center is offering to participating states. In addition, drawing on 33 semi-structured interviews with mathematics faculty, state-level leaders, and technical assistance providers across the six states, this report explores the question: What state-level structures, conditions, and processes facilitate statewide implementation of mathematics pathways?

This article provides strategies for institutional leaders to understand different faculty perspectives about instructional reform and how to respond to faculty's need for more information, activities, and supports that increase the number of faculty who are ready to make changes in their classroom.

The 2018 American Mathematical Association of Two-Year Colleges (AMATYC) standards guide lays out recommendations for impacting mathematical prowess, and improving mathematics education in the first two years of college. This guide builds on the content of, "Crossroads in Mathematics," and "Beyond Crossroads: Implementing Mathematics Standards in the First two years of College." As a part of this work, AMATYC outlines four pillars as key themes: • Proficiency: Developing Students' Mathematical Knowledge • Ownership: Taking Responsibility and Showing Initiative • Engagement: Developing Intellectual Curiosity and Motivation in Learning Mathematics • Student Success: Stimulating Student Achievement in Mathematics Finally, this guide serves as a resource for professional growth, and as a framework to make significant changes at the individual, departmental, and college level.

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

Results of a survey aligning mathematical content to programs of study in Arkansas.

This toolkit contains resources and guidance on the design of course content, pedagogy, and technology, and on working with programs to identify statistics as an appropriate pathway. Includes learning outcomes for an introductory statistics course, assessment of student readiness, necessary mathematical foundations, and models for providing support for underprepared students.

This bibliography summarizes selected research that informed each of the DCMP’s six curriculum design standards.

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.

This tool will help your team align math pathways to programs of study. Specifically, the inventory will help your leadership team do the following: * List all programs of study. * Identify math course requirements for each program at your institutions. * Compare math course requirements at primary transfer institutions. * Facilitate discussions with program leads and department chairs across campus. * Improve alignment of mathematics preparation with needs of the programs over time. * Provide clear and consistent information for advisors and faculty.