This template supports the resource "Developing a Plan to Monitor and Support Institutional Progress" to help task force leaders develop a plan for monitoring and supporting institutional progress towards full-scale implementation of mathematics pathways.

This resource is intended to help task force leaders create an effective and inclusive process to develop a plan that monitors and supports implementation of mathematics pathways at multiple institutions.

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

Currently, most state- and system-level policy supports the transferability of credits but does not account for the applicability of those credits to a student’s program of study. Several states have taken steps to address this issue directly. While each state’s approach to the problem is distinct, all of them can be instructive in better understanding the nuanced policy and planning considerations needed to better serve students in this area.

In an effort to better align degree programs and strengthen the Non-STEM mathematics pathways across the state, the Arkansas Department of Higher Education and the Arkansas Course Transfer System Mathematics Review Committee have issued recommendations to guide institutions as they determine which degrees/programs should accept Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113) as the general education mathematics requirement.

Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just-in-time instruction. A two–year institution in Oklahoma — Tulsa Community College — combined its institutional initiatives in order to quickly and effectively implement and scale co–requisite supports across its campuses to support underprepared students in completing their first college–level coursework.

Across the nation, institutions are implementing one–semester co–requisite models, which refer to the practice of placing students directly into college–level courses regardless of preparation, and providing them with supports for just–in–time instruction. One four–year institution — University of Central Arkansas — implemented and scaled corequisite models for its Quantitative Literacy and College Algebra courses that led to significant student success and completion rates nearing 90% for underprepared students.

This Dana Center resource provides an overview of efforts to implement multiple math pathways at scale in American higher education. It focuses special attention on the structural and policy dimensions of ensuring that new gateway mathematics course sequences become standard institutional course offerings. These include: • Transfer and applicability across institutions; • Alignment of mathematics pathways within institutions; • Appropriate placement into gateway course and support structures.

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.

This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways. This report specifically explores examples of innovative approaches to drafting and implementing task force recommendations from thirteen states working in collaboration with the Dana Center. Furthermore, this report provides a synopsis of key focus areas of state-level task force recommendations and concrete examples of customized state-level supports for the sustainability and scale math pathways.