Susan Scrivener, Michael J. Weiss, Alyssa Ratledge, Timothy Rudd, Colleen Sommo, & Hannah Fresques This report discusses a program that made a big difference for students and increased graduation rates: Accelerated Study in Associate Programs (ASAP), operated by the City University of New York (CUNY), one of the nation’s largest public urban university systems. ASAP is a comprehensive and long-term program designed to help more students graduate and help them graduate more quickly. The report also offers an an external evaluation and implications of the ASAP program in a random assignment evaluation by MDRC.
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.
Complete College America A 6-page summary of the Guided Pathways To Success (GPS) origin, essential components, and some initial findings in states implementing the GPS.
Thomas Bailey, Shanna Smith Jaggars, & Davis Jenkins Synthesizing findings from CCRC's intensive study of community colleges over the past eight years, the authors argue that improving developmental education, instruction, student supports, and the overall student experience is necessary but not sufficient; targeted reforms must be implemented as part of a broader institutional restructuring of mathematics pathways. The authors delineate a set of research-based design principles and strategies to help colleges achieve this challenging goal, and lay out a path for community colleges working to achieve greater success for their students, and for our nation as a whole.
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.
Mathematical Association of America A summary of selected findings from the Mathematical Association of America’s (MAA’s) study of Characteristics of Successful Programs in College Calculus, constitutes the a nationwide investigation of college-level Calculus in the United States combining both large-scale survey data and in-depth case study analysis. The report establishes a base of knowledge of who takes Calculus I and why. Second, it identifies institutional practices that contribute to the retention of STEM students.
This 1-page resources is used to inform audiences of the Dana Center Mathematics Pathways (DCMP) resource site. Its context describes how each site page is purposefully designed to help higher education stakeholders take action towards math pathways and build awareness of the Dana Center’s work and math pathways in general.
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.