Many institutions implementing and scaling mathematics pathways are faced with the challenge of enrolling students in relevant gateway math courses that are aligned to their programs of study. When faculty and policy agencies in Arkansas understood the impact of transfer and applicability of mathematics courses on students, they committed to state-level action and coordination to address the problem. In an effort to increase student success in mathematics and increase overall degree completion at a large scale, various Arkansas stakeholders set into motion strategic policy action to provide statewide guidance and alignment of non-STEM mathematics courses to programs of study.

Most state– and system–level policies and practices support the transferability of credits, but do not account for the applicability of those credits to a student’s program of study. Even when students are able to transfer credits, those credits might not count toward their desired majors, which can lead to wasted time, increased costs for both students and the state, and students dropping out of college altogether. Efforts to remedy these problems are most effective when enabled by a well-considered policy environment which, in turn, is informed by data. In Washington, substantive steps have been taken to address this issue with a data-driven process.

In recent years, researchers and math faculty have questioned the use of standardized tests as a sole predictor of college readiness. Often, test scores underestimate student potential to succeed in college-level courses and disproportionately place students of color, low-income students, and returning adults into prerequisite developmental courses. A growing body of rigorous studies finds that giving students direct access to college-level courses with co-requisite support significantly increases the likelihood that students across a broad range of test scores will complete a college mathematics course. Research also demonstrates that using multiple measures of readiness, including high school GPA, increases student access and success in college-level courses. In light of these findings, Middlesex Community College implemented and scaled a placement policy using multiple measures of mathematics readiness with positive results that demonstrate its impact on improving student success in college-level mathematics courses.

This report attempts to examine the preparation for calculus on a microscopic level. Researchers tracked the actual enrollment of students in precalculus, calculus, and non-calculus based courses over 20 successive semesters, from fall 1992 to spring 2002. This report is also an examination of the probable success of the calculus preparation curricula. Citation: Dunbar, S. (2006). Enrollment Flow to and from Courses Below Calculus. In N. Hastings (Ed.), A Fresh Start for Collegiate Mathematics: Rethinking the Courses Below Calculus (pp. 28-42). Mathematical Association of America.

Students who are struggling in mathematics can often find academic support in the form of one-on-one tutoring and drop-in help labs, which are commonplace at both two-year and four-year institutions. These supports provide personalized interventions and often play a key role in helping students succeed in gateway mathematics courses. Identifying effective practices in these types of student services, however, is a challenge that many institutions face. Oklahoma State University sought to address this challenge, which led to a revitalized mathematics support center that not only helps students through use of data-proven practices, but also serves as a center for ongoing research to improve its student support practices

This resource highlights sample communication and engagement strategies across diverse stakeholder groups.

The Mathematical Association of America, 2011 Report 2 of 2, This report contains recommendations from representatives of partner disciplines obtained during Phase Two of the "Curriculum Foundations Project: Voices of the Partner Disciplines". The Phase One report focused on recommendations concerning general education and introductory college mathematics courses. This Phase Two report also contains reports on this multi-level effort to begin to respond to the recommendations of the partner disciplines by renewing college algebra.

This sample timeline is an accompanying resource to the "Co-requisite Design" webinar.

This brief informs institutional discussions of recommendations from professional organizations about modernization of mathematics course requirements among institutions of higher education. This brief was updated in 2019 to include national-level recommendations.

This instructor resource provides a detailed table of contents for the STEM-Prep pathways "Reasoning with Functions II" course.