Table of Contents for State-Level Math Task Force Toolkit The toolkit includes the following resources (in order): -- Math Task Force Process by Objective -- At-a-Glance Timeline by Objective -- Identifying Task Force Members -- Identifying Task Force Members (part II only) -- State Readiness Assessment -- State Higher Education Context Template -- State-Level Student Data Template -- Facilitating Data-Driven Discussions -- Math Pathways Resource List -- Math Pathways Slide Deck -- Effective Meeting Checklist -- Setting the Charge -- Effective Strategies and Messaging for Communication and Engagement -- Defining the Challenges -- Linking Challenges & Solutions -- Prioritizing Solutions -- Drafting Recommendations -- Planning the Vetting Process -- Publishing & Disseminating Recommendations

This template guides discussion among task force members to clearly define the challenges associated with addressing the problems previously identified by the task force and with implementing math pathways. The template helps ensure a thorough discussion and provides a way to organize information that will be gathered by the task force members.

This report was written and released by MDRC; whereby it analyzes the initial development of the Dana Center Mathematics Pathways model and its first year of implementation at 9 community colleges across Texas during the 2013-14 school year.

Exemplar learning outcomes for an Ohio Quantitative Reasoning Course

This guide is designed for faculty and staff at both two-year and four-year institutions that are implementing and scaling mathematics pathways based on DCMP principles. It offers a blueprint for implementation that spans four stages. The stages frame the work so that different stakeholder groups understand how to plan and prepare to implement mathematics pathways at their individual institutions and how to monitor implementation efforts for continuous improvement.

This resource, which describes the course content, its pedagogy, its defining characteristics, and how it supports the success of underprepared students, is intended for faculty members and staff who are interested in implementing the Dana Center Mathematics Pathways model, adopting the Frameworks course, or enhancing the rigor of their own student success courses.

The Mathematical Association of America This article walks the reader through a history and evolution of the mathematics major and, more generally, collegiate mathematics, in the United States.

Dana Center Higher Education Directory

The Tennessee Board of Regents (TBR) conducted a study of its co–requisite remediation effectiveness for its pilot year, Fall 2014 to Spring 2015, and full implementation, Fall 2015. The data results revealed significant improvement for students enrolled in co–requisite coursework as compared to the prerequisite model.

American Mathematical Association of Two-Year Colleges AMATYC stated that intermediate algebra is an appropriate prerequisite for algebra-based gateway sequences that led to calculus (STEM); however, it is not a universal prerequisite for all college level mathematics courses.