In this video students describe past experience with mathematics in college and the motivation to find better opportunities for themselves and their families through education. (2:52)

In this video students at Temple College explain why a course aligned with the DCMP Model was right for them. Some positive aspects include the collaborative environment and coursework that allows for multiple viewpoints to solve a problem. (3:29)

This graphic illustrates the "pathways perspective" and provides guiding questions to be considered in each portion of the pathway. More details about this "pathways perspective" is found on the Learn About page.

In this video faculty member Russell Self of Trinity Valley Community College describes his experiences with courses aligned with the DCMP Model. Russell speaks about how he is able to see his students grow in their ability to work with others and become independent learners. (0:53)

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)

The Aspen Institute, Community College Research Center This playbook is a practical guide to designing and implementing a key set of practices that will help community college and four-year college partners realize the promise of the transfer process. In the first three sections, the resource describe essential practices, followed by a discussion of “next frontiers” of practice, and then list in the fifth section of activities for community colleges and four-year colleges to undertake in order to implement the strategies. The playbook concludes with a synthesis of practitioners’ perspectives on the benefits and challenges associated with state transfer articulation policies.

Institute for Higher Education Policy Though we know that data use drives student success and helps close equity gaps, it is important to understand how institutions are using data for daily and long-term decision making. This report lays out how institutional leaders can learn from these best practices in building data-driven cultures and leverage them to increase student success on their campuses as well.

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 In the last decade, states have made incredible investments to harness the value of education data and provide the critical information parents, teachers, and other education stakeholders need to make the best decisions for students. These state data systems are critical for personalizing student instruction, informing policy decisions, and improving the quality of the state’s schools.

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.