Webinar that examines why it is important to focus on advising when implementing math pathways at scale and explores a step-by-step guide to develop a comprehensive advising plan using Dana Center resources and tools. (45:16)
Jobs for the Future (JFF); author: Elisabeth Barnett This report is one in a series of five reports that encourages K-12 and higher education systems to take joint responsibility for student success in the "shared transition zone" of 12th grade and their first year of college.
Since 2011, Oklahoma has committed to improve the effectiveness and efficiency of remedial and gateway mathematics courses.
Georgia's state level task force report covers a great deal of ground in its recommendations, from placement and gateway courses to improved advising and alignment with common academic standards.
This template is a supporting resource for the Programs of Study Inventory Guide: Designing Pathways for Students tool. Institutions can use this template to define clear and appropriate math pathways for each program of study at their institution.
This tool will help your team align math pathways to programs of study. Specifically, the inventory will help your leadership team do the following: * List all programs of study. * Identify math course requirements for each program at your institutions.
This tool is designed to help develop and establish an effective charge of the institutional leadership team that communicates its goals and areas of work.
Leveraging recommendations from the Task Force on Transforming Developmental Math Education, the Math Pathways Subcommittee [of the Task Force on Transforming Developmental Math Education] formed and partnered with the Charles A.
This resource provides guidance on writing and publishing the recommendations in the form of a report. It also provides suggestions on disseminating and advocating for those recommendations.
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.