In this video students share their stories of overcoming past challenges, persevering to find success in mathematics pathways, and the joy of experiencing math as a “language” they can understand. (5:07)
Sandy Baum, The George Washington University and The Urban Institute; Alisa Federico Cunningham, Independent Consultant; and Courtney Tanenbaum, American Institutes for Research The information in this report provides a useful view of a subset of questions about educational attainment in the United States. The primary goal of this report and the data presented, however, is to highlight the importance of clarifying exactly what is being measured by the various data sources and bringing multiple sources of information to bear in developing a more nuanced understanding of the problems the United States faces, the progress the nation is making, and constructive strategies for achieving our educational attainment goals.
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.
The Pell Institute for the Study of Opportunity in Higher Education & The University of Pennsylvania Alliance for Higher Education and Democracy (PennAHEAD) A report on the 45-year trends in higher education attainment by family income. This report details the status of equity in United States higher education and identifies changes and trends over time in measures of equity. The report concludes with a section on the search for solutions, and two essays on strategies for widening the equity of participation in Higher Education in the United States.
Thomas Bailey, Shanna Smith Jaggars & Davis Jenkins This first part of a 3-part series practitioner packet is designed to help community college leaders and staff who are considering guided pathways reforms at their college. Part one, What We Know About Guided Pathways, describes the reform model and summarizes evidence supporting its design principles.
Michael Lawrence Collins This brief draws on the experience of four states in Jobs for the Future’s Postsecondary State Policy Network—Connecticut, Florida, North Carolina, and Virginia—that are among a number of states engaged in statewide developmental education reform. These states' experiences highlight what all states can consider to ensure that changes are well-designed and effectively implemented and squarely aimed at helping students earn credentials with value in the labor market. Both what these states did well and what they might have done differently can provide insight to states now considering or embarking on statewide developmental education reform.
Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Business
Brief that informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among Texas institutions of higher education -- Pre-Service Elementary (K-5) Teacher Education
This instructor resource provides a detailed table of contents for the STEM-Prep pathways "Reasoning with Functions II" course.
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.