This report looks at the achievement of the ACT®-tested 2017 graduating class relative to college and career readiness. A total of 60% of students in the 2017 US graduating class took the ACT® test, compared to 64% last year, 54% in 2013, and 42% in 2007.
The purpose of this site is to display key performance indicators of New Mexico’s 24 higher education institutions: Research universities, regional universities, branch colleges and independent community colleges.
The Oklahoma State Regents for Higher Education have identified college completion as their No. 1 goal and are working to increase the number of degrees and certificates earned in Oklahoma by an average of 1,700 per year, resulting in a 67 percent increase by 2023.
Includes an overview of Ohio’s continuing efforts for math pathways, meeting agendas and documents, and resources.
Michael L. Crawford Many of the classroom strategies used by our nation's nest teachers have been shown by cognitive science and learning research to be the best methods to help students construct and use knowledge in mathematics and science.
The Mathematical Association of America, 2004 Report 1 of 2, This report is from a series of disciplinary workshops organized by the Curriculum Renewal Across the First Two Years (CRAFTY) subcommittee of the Committee for the Undergraduate Program in Mathematics (CUPM).
The Charles A.
Tia Brown McNair This peer-review volume explores the relationship between high-impact practices and underserved student success.
Pamela Burdman/LearningWorks This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.
Joseph Epstein/American Mathematical Society The Calculus Concept Inventory (CCI) was developed by Epstein and a panel of experts to assess students' understanding of differential calculus concepts.