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.
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.
Spotlight: Updated and New Resources
This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states.
Mathematical competency and effective quantitative reasoning skills are essential for safe nursing practice; however, research reveals a lack of consensus on the necessary quantitative learning outcomes for undergraduate nursing programs.
Evidence continues to mount that providing just-in-time assistance in the form of corequisite support courses is helping students succeed in completing their gateway mathematics courses in their first year,3 which has long been a major stumbling block for students who have been designated as unde