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

Updated in 2019 with national data, new research, and refreshed analyses, this program-of-study brief discusses what constitutes relevant mathematics for social work majors by examining institutional requirements and recommendations from professional organizations.

Call to action statement that encourages mathematics departments to expand access such that more students are allowed to enter directly into Introductory Statistics, and to eliminate or replace stand-alone prerequisite courses that do not adequately prepare students for statistics content.

Formerly titled "Mathematics Prerequisites for Success in Introductory Statistics," this brief was updated in August 2019 to better reflect the Dana Center Mathematics Pathways shift in focus away from prerequisites and toward co-requisite models of instruction.

In order to place students appropriately and in order to design an efficient and effective pathway to statistics for students who may need additional support, it is important to think carefully about the mathematical foundations for success in the introductory statistics course. While these foundations include topics typically taught in courses up to and including beginning and intermediate algebra, there are topics in beginning and intermediate algebra that are not necessary for success in an introductory statistics course.

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

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

This brief provides a summary of state math task force recommendations. The brief is intended to inform policymakers, senior and mid-level administrators, faculty, and state agencies about the growing consensus for change in the field and to identify the domains for coordinated action associated with implementation of multiple math pathways.

The purpose of this tool is to help a state develop an inventory of mathematics course requirements by program and by institution. The inventory can be used by the state mathematics task force to assess alignment of program requirements across the state. It can also be used by program chairs, mathematics faculty, advisors, and others to inform decisions about aligning mathematics requirements with programs of study and to advise transfer students.

Setting long-term goals for scaling an innovation communicates an institution's collective vision. This tool provides a structure and process to set goals for mathematics pathways at your college.