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The Math Pathways Task Force, organized in October 2014 pursuant to House Bill 1042, strives to identify alternative entry-level mathematics courses most effective and beneficial to each academic major.

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.

The Central Valley Higher Education Consortium (CVHEC), in collaboration with the Charles A.

Math Pathways is a mathematics course or sequence of courses that students take to meet the requirements of their programs of study.

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.

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.

Resources, tools, and events are highlighted on this site to provide a centralized, online platform to support implementation and scale of mathematics pathways across Arkansas's higher education institutions.

Data at both the national and state levels indicate that not completing a gateway mathematics course within the first year of instruction correlates with a reduced chance of student success and timely graduation.

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.

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

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.

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

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