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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.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing
Role:
Institutional Leadership, Math Department, Partner Disciplines

This graphic illustrates the "pathways perspective" and provides guiding questions to be considered in each portion of the pathway. More details about this "pathways perspective" is found on the Learn About page.

Level:
Institution
Process Stage:
Planning
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators

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.

Level:
State, Classroom
Process Stage:
Implementing
Role:
Math Department
DOWNLOADABLE FILE(S)

The Dana Center recommends that implementation of mathematics pathways is most effective when efforts are coordinated across institutions while still allowing for local decision making on how the pathways are operationalized.

Level:
Institution
Process Stage:
Implementing, Continuously Improving
Role:
Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators

While mathematics pathways are not new, there is still a long way to go towards wide-scale adoption and normative practice. The premise of this monograph is that there is expertise to be shared and issues still to be addressed.

Level:
State, Institution, Classroom
Process Stage:
Getting Started, Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers

For many students, the required mathematics course becomes a barrier to degree completion, either because they are reluctant to sign up for a mathematics course, or because they sign up for a mathematics course that is not appropriate for their program of study.

The Central Valley Higher Education Consortium (CVHEC), in collaboration with the Charles A.

Math Pathways is a mathematics course or sequence of courses that students take to meet the requirements of their programs of study.

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.

The CSU is committed to a new approach to academic preparation in which all students are afforded the opportunity and support needed to complete 30 college-level semester units (or 45 quarter units) before beginning their second academic year.