Helping Washington students achieve success in college math.

In fall 2014, Michigan community colleges and universities adopted the Michigan Transfer Agreement (MTA) which allows students to transfer 30 credit hours of general education coursework from college to the university. This was a big step toward increasing the percentage of students who transfer, but still further work can be done to ensure that more students transfer with an associate degree and earn a bachelor’s degree.

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.

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.

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.

For many students, the required mathematics course becomes a barrier to degree completion, either because they are reluctant to sign up for a mathematics course, or because they sign up for a mathematics course that is not appropriate for their program of study. It is important that students take the right mathematics course for their program of study or major. Ideally they should complete this first mathematics course during their first semester of enrollment.

The CSU is committed to a new approach to academic preparation in which all students are afforded the opportunity and support needed to complete 30 college-level semester units (or 45 quarter units) before beginning their second academic year. Here you'll find a variety of resources in support of these efforts.​​

The Office of the Chancellor hosted a Co-Requisite Mathematics Summit on August 10-11, 2017. Uri Treisman and his colleagues from the Charles A. Dana Center, University of Texas at Austin led the interactive two-day event that gave attendees an overview of co-requisite models, implementation challenges and solutions and ​tools and materials to help develop campus-specific plans.

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.

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.