268 Results Page 4 of 27

This 13–minute video, led by Susan Bickerstaff of CCRC, discusses five themes that emerged as a part of evaluating the MPC project.

Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

Mathematics pathways are a promising approach for improving student outcomes, but if implementation happens one college at a time and without statewide policy support, the potential for scaling is diminished.

Level:
State
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project.

Level:
State, Institution, Classroom
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

Six states gathered together in Fall 2018 to discuss progress and continuous improvement for mathematics pathways as a part of the Mathematics Pathways to Completion (MPC) project.

Level:
State, Institution
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department

The 2018 American Mathematical Association of Two-Year Colleges (AMATYC) standards guide lays out recommendations for impacting mathematical prowess, and improving mathematics education in the first two years of college.

Level:
Institution, Classroom
Process Stage:
Planning, Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department, Researchers

The Texas Success Center (TSC) collects statewide data to document progress Texas colleges are making in implementing the four principles of the Dana Center Mathematics Pathways Model (DCMP).

Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department, Researchers
DOWNLOADABLE FILE(S)

When the focus for entry-level mathematics shifted, over a decade ago, from access to success, it catalyzed demand for accelerated multiple mathematics pathways alongside the algebraic-intensive pathway.

Level:
Classroom
Role:
Policy, Math Department, Partner Disciplines, Advisors and Coordinators, Researchers

Most state– and system–level policies and practices support the transferability of credits, but do not account for the applicability of those credits to a student’s program of study.

Level:
State
Process Stage:
Continuously Improving
Role:
Policy, Institutional Leadership, Partner Disciplines, Advisors and Coordinators, Researchers

Texas 2-year and 4-year transfer inventory guide for 2018-19.

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

This 2018 report provides an update of the current state efforts and progress towards increased student persistence and success as a result of implementing multiple mathematics pathways.

Level:
State, Institution
Process Stage:
Implementing, Continuously Improving
Role:
Policy, Institutional Leadership, Math Department