The resource is a 2016-2017 fiscal year progress report of the Ohio Mathematics Initiative (OMI). The OMI, housed under the Ohio Department of Higher Education, is a collaborative effort of mathematics faculty members from the state’s public colleges, universities, and high schools intended to revisit and rethink mathematics courses and curricula.

This tool is a collection of templates that faculty and administrators can use to prepare for and implement multidisciplinary discussions focused on identifying a default mathematics course requirement that is most relevant for each program of study.

Texas 2-year and 4-year transfer inventory guide for 2018-19.

This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways. This report specifically explores examples of innovative approaches to drafting and implementing task force recommendations from thirteen states working in collaboration with the Dana Center. Furthermore, this report provides a synopsis of key focus areas of state-level task force recommendations and concrete examples of customized state-level supports for the sustainability and scale math pathways.

In an effort to better align degree programs and strengthen the Non-STEM mathematics pathways across the state, the Arkansas Department of Higher Education and the Arkansas Course Transfer System Mathematics Review Committee have issued recommendations to guide institutions as they determine which degrees/programs should accept Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113) as the general education mathematics requirement.

Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly. While each state’s approach to the problem is distinct, all of them can be instructive in better understanding the nuanced policy and planning considerations needed to better serve students in this area.

This resource is a sample Dana Center communication -or Playbook- including tips from research and the field for the president and senior leadership team to support mathematics pathways implementation at scale.

The purpose of this document is to offer state education stakeholders a recommended process for developing effective, state-level student learning outcomes related to the implementation of multiple mathematics pathways. The goal of this process is to promote retention, transfer, and completion as students move through postsecondary education and beyond.

This brief describes the goals and processes for each working group as well as recommended skill levels and learning outcomes for Michigan’s entry-level, college-level mathematics courses: Quantitative Reasoning, Statistics and Preparation for Calculus.

Attached is a copy of Executive Order 1110 relating to the assessment of academic preparation for and placement in written communication in English courses and mathematics/quantitative reasoning courses.