Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 13–minute video walks through the 3 essential elements of telling your story related to mathematics pathways in an effective and memorable way.
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 13–minute video, led by Susan Bickerstaff of CCRC, discusses five themes that emerged as a part of evaluating the MPC project.
Implementation teams from six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project. This 26–minute video discusses normative practice at the MPC event, focusing on a state–level understanding of normative practice.
From 2015-2018, Michigan was one of six states engaged in the Dana Center's Mathematics Pathways to Completion project. As a decentralized higher education system, this brief describes the ways diverse stakeholders across Michigan have come together as a “coalition of the willing” to implement and strengthen mathematics pathways. Additionally, lessons are presented from Michigan's efforts to implement and scale math pathways that should be helpful to higher education institutions, associations, and systems in other states that want to make mathematics a tool for—rather than an obstacle to—student success.
The Math Pathways Task Force, organized in October 2014 pursuant to House Bill 1042, strives to identify alternative entry-level mathematics courses most effective and beneficial to each academic major. The task force works with faculty, administrators, professional associations, and state legislators to implement its recommendations.
Data at both the national and state levels indicate that not completing a gateway mathematics course within the first year of instruction correlates with a reduced chance of student success and timely graduation. NSHE has conducted numerous statewide studies that focus on completion of gateway English and mathematics courses within the first year of enrollment and placement into the appropriate course is crucial to achieving this goal.
Resources, tools, and events are highlighted on this site to provide a centralized, online platform to support implementation and scale of mathematics pathways across Arkansas's higher education institutions.
A major obstacle to the timely completion of an academic degree program is lack of preparedness of students, particularly in the area of math education. Community colleges typically average 60 percent of students requiring developmental (remedial) work; state universities are in the 22–23 percent range; and University of Massachusetts campuses are approximately 10 percent.
MassTransfer Pathways builds on the work of the Common Course Numbering initiative, which was created to ease the process of transfer among Massachusetts public colleges and universities governed by the MassTransfer policy. It was developed by the Massachusetts Department of Higher Education in close collaboration with the 29 public campuses, with the goal of going beyond the simple cataloguing of courses and increasing student success.