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This PDF is an accompanying resource with the PowerPoint slides on communication and mathematics pathways to be used with the "Effective Messaging in Promoting Mathematics Pathways" webinar.

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

The resource is a 2016-2017 fiscal year progress report of the Ohio Mathematics Initiative (OMI).

Level:
State
Process Stage:
Implementing
Role:
Institutional Leadership, Math Department, Partner Disciplines

This brief describes how institutions of higher education can use Texas Success Initiative (TSI) multiple readiness designations for mathematics to improve success among underprepared students.

Level:
State, Institution
Process Stage:
Planning, Implementing
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators

This resource describes Maryland's Mathematical Foundations course outcomes; this resource was a product of Maryland's Mathematics Reform Initiative (2016).

Houston regional math task force report and recommendations (2015)

Level:
State, Institution
Process Stage:
Getting Started, Planning
Role:
Policy, Institutional Leadership, Math Department

This resource outlines the content of the Texas (HB 5) college preparatory course.

Role:
Policy, Math Department

This instructor resource provides a detailed table of contents for the STEM-Prep pathways "Reasoning with Functions II" course.

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

In fall 2015, Arkansas was selected as one of six states to be part of the Mathematics Pathways to Completion (MPC) project.

Level:
State
Process Stage:
Planning
Role:
Policy, Institutional Leadership, Math Department
DOWNLOADABLE FILE(S)

[UPDATED 2019] Mathematics pathways are designed to address three barriers to student learning and success: inappropriate placement, misaligned content and long course sequences.

Level:
State, Institution
Process Stage:
Getting Started
Role:
Policy, Institutional Leadership, Math Department, Advisors and Coordinators
DOWNLOADABLE FILE(S)

A common concern among those considering mathematics pathways is the degree to which students who begin their college-level work in non-STEM pathways might be hindered if they switch to a STEM major.

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

Spotlight: Updated and New Resources

This report outlines the progress toward SStF Arkansas Initiative goals from 2018-2020. It also presents the persistent scaling challenges that Arkansas higher education stakeholders face, as they work to increase equitable access and outcomes in undergraduate English and mathematics.

The Transfer Partnership Strategy (TPS) was a one-year collaboration that built on the work of the Texas Transfer Alliance. TPS effectively used regional coordinators to facilitate collaboration and communication between community colleges and universities.

Research shows that math is a significant contributor to education equity gaps.