The Mathematics Pathways to Completion (MPC) is a major effort supporting six states in moving from a broad vision for mathematics pathways to institutional implementation of the DCMP model at scale.
Results of a survey aligning mathematical content to programs of study in Arkansas.
This resource is a sample Dana Center communication -or Playbook- including tips from research and the field for the president and senior leadership team to support mathematics pathways implementation at scale.
The Program Comparison Dataset is a research tool that allows users to view and compare math course requirements for programs of study across all public four-year institutions in Texas. This easily navigable tool uses data from the DCMP Texas Transfer Inventory.
The purpose of this document is to offer state education stakeholders a recommended process for developing effective, state-level student learning outcomes related to the implementation of multiple mathematics pathways.
This brief describes the goals and processes for each working group as well as recommended skill levels and learning outcomes for Michigan’s entry-level, college-level mathematics courses: Quantitative Reasoning, Statistics and Preparation for Calculus.
Attached is a copy of Executive Order 1110 relating to the assessment of academic preparation for and placement in written communication in English courses and mathematics/quantitative reasoning courses.
Helping Washington students achieve success in college math.
In fall 2014, Michigan community colleges and universities adopted the Michigan Transfer Agreement (MTA) which allows students to transfer 30 credit hours of general education coursework from college to the university.
MassTransfer Pathways builds on the work of the Common Course Numbering initiative, which was created to ease the process of transfer among Massachusetts public colleges and universities governed by the MassTransfer policy.
Spotlight: Updated and New Resources
The Corequisite Research Design Collaborative (CRDC) convened its member researchers, practitioners, and policy leaders to explore the findings of Dr. Sean Pepin’s report, The Challenges of Scaling Gateway Mathematics Corequisites.
The College of Coastal Georgia is incorporating mindset activities into their corequisite math courses in order to increase student success.
This tool allows users to view, sort, and compare math course requirements for degrees and majors across public four-year institutions in Texas.
This report discusses the emerging national trend of offering corequisite support for first-semester calculus courses.
This report summarizes the research indicating the need for additional supports for students enrolled in corequisite math courses.
This toolkit is a guide for establishing a formal, streamlined, and systematic way to help students connect with student services and other support resources, and to encourage self- advocacy and increased use of campus resources.