In fall 2015, Arkansas was selected as one of six states to be part of the Mathematics Pathways to Completion (MPC) project. This statewide initiative, by both state education agencies (e.g., ACC, ADHE) and public institutions of higher education, was designed to improve upon prior mathematics pathways activity and address critical concerns of alignment of math courses to programs of study, transfer and applicability, and professional development. Over the course of a year, the Arkansas Math Pathways Taskforce (AMPT) identified challenges with respect to scaling math pathways across higher education institutions and developed a set of seven recommendations and strategies outlined in its task force report.

This tool provides a process for gathering different perspectives on the goals that your institution should set for implementing mathematics pathways. This tool is an accompanying resource to "A Guide for Setting Goals".

Dr. Uri Triesman and Dr. Rebecca Goosen discuss the collective work of multiple organizations that resulted in the "Core Principles..." report.

A policy and practice blueprint for serving students who seek better lives through higher education but who may also benefit from support to succeed.

In fall 2015, Washington state, through the State Board for Community and Technical Colleges (SBCTC), joined the Mathematics Pathways to Completion (MPC) project. This statewide initiative brought together all public higher education institutions in Washington to dramatically improve the success of students in developmental and gateway mathematics courses by implementing math pathways at scale within the state. Over the course of a year, the Washington Task Force reviewed key challenges with respect to implementing math pathways across higher education and developed a set of five specific recommendations and strategies outlined in its task force report.

This tool will help a state- or region-level planning team review and finalize task force membership based on a thorough mapping of your state context.

Jobs for the Future (JFF); author: Elisabeth Barnett This report is one in a series of five reports that encourages K-12 and higher education systems to take joint responsibility for student success in the "shared transition zone" of 12th grade and their first year of college. Specifically, this report proposes a new dimension of how best to prepare high school students for higher education. This new dimension focuses on an accumulation of momentum points -- specific college preparatory experiences and markers of educational attainment in high school -- that improves the likelihood that high school graduates will incur college success. These momentum points would enable a "momentum chain" - a path that students can move towards for college readiness.

This template is a supporting resource for the Programs of Study Inventory Guide: Designing Pathways for Students tool. Institutions can use this template to define clear and appropriate math pathways for each program of study at their institution.

This tool is designed to help develop and establish an effective charge of the institutional leadership team that communicates its goals and areas of work.

This resource provides guidance on writing and publishing the recommendations in the form of a report. It also provides suggestions on disseminating and advocating for those recommendations.