Mathematical Association of America A summary of selected findings from the Mathematical Association of America’s (MAA’s) study of Characteristics of Successful Programs in College Calculus, constitutes the a nationwide investigation of college-level Calculus in the United States combining both large-scale survey data and in-depth case study analysis. The report establishes a base of knowledge of who takes Calculus I and why. Second, it identifies institutional practices that contribute to the retention of STEM students.

This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.

This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.

This brief provides a summary of state math task force recommendations. The brief is intended to inform policymakers, senior and mid-level administrators, faculty, and state agencies about the growing consensus for change in the field and to identify the domains for coordinated action associated with implementation of multiple math pathways.

This tool identifies key indicators of progress on each of the 10 Essential Actions outlined in the "DCMP Institutional Implementation Guide". The tool can provide a baseline assessment at the beginning of the implementation process and can be used periodically to guide continuous improvement.

This resource highlights key institutional actions and deliverables in year-one of implementing mathematics pathways.

U.S. Department of Education The purpose of this report is to examine how often, and under what conditions, postsecondary institutions accept the transfer of credits earned by students at other institutions.. This report findings utilize transcript data from the Postsecondary Education Transcript Study of 2009, a component of the 2004-2009 Beginning Postsecondary Students Longitudinal Study, and followed a nationally representative sample of approximately 17,000 students who entered postsecondary education for the first time in the 2003–04 academic year for a period of 6 years.

Thomas Bailey, Shanna Smith Jaggars, & Davis Jenkins Synthesizing findings from CCRC's intensive study of community colleges over the past eight years, the authors argue that improving developmental education, instruction, student supports, and the overall student experience is necessary but not sufficient; targeted reforms must be implemented as part of a broader institutional restructuring of mathematics pathways. The authors delineate a set of research-based design principles and strategies to help colleges achieve this challenging goal, and lay out a path for community colleges working to achieve greater success for their students, and for our nation as a whole.

The Data Quality Campaign In the last decade, states have made incredible investments to harness the value of education data and provide the critical information parents, teachers, and other education stakeholders need to make the best decisions for students. These state data systems are critical for personalizing student instruction, informing policy decisions, and improving the quality of the state’s schools.

The Data Quality Campaign (DQC) The Data Quality Campaign (DQC), a strong advocate for statewide student-level longitudinal data systems, reports on how to create or transition to a state-level next generation system, evaluates how current systems are organized, and lays out recommendations for state P-12 data systems including ten essential elements. With these essential elements, the data system becomes a powerful tool for tracking individual student progress, serving as an early warning system, conducting program evaluation activities, and answering important policy questions.