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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. It is important that students take the right mathematics course for their program of study or major. Ideally they should complete this first mathematics course during their first semester of enrollment.
The Central Valley Higher Education Consortium (CVHEC), in collaboration with the Charles A. Dana Center of the University of Texas, Austin (Dana Center), has launched an initiative to improve students’ success and completion rates in mathematics at colleges and universities in California’s Central Valley.
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. Here you'll find a variety of resources in support of these efforts.​​
The Office of the Chancellor hosted a Co-Requisite Mathematics Summit on August 10-11, 2017. Uri Treisman and his colleagues from the Charles A. Dana Center, University of Texas at Austin led the interactive two-day event that gave attendees an overview of co-requisite models, implementation challenges and solutions and ​tools and materials to help develop campus-specific plans.
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. This was a big step toward increasing the percentage of students who transfer, but still further work can be done to ensure that more students transfer with an associate degree and earn a bachelor’s degree.
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. It was developed by the Massachusetts Department of Higher Education in close collaboration with the 29 public campuses, with the goal of going beyond the simple cataloguing of courses and increasing student success.
A major obstacle to the timely completion of an academic degree program is lack of preparedness of students, particularly in the area of math education. Community colleges typically average 60 percent of students requiring developmental (remedial) work; state universities are in the 22–23 percent range; and University of Massachusetts campuses are approximately 10 percent.