The Governor's Office charged Arkansas Department of Higher Education with creating a strategic plan to improve state higher education outcomes. As a part of that plan, ADHE identified the Mathematics Pathways to Completion (MPC) project as a vehicle for helping the state achieve those outcomes, charging the Arkansas Math Pathways Taskforce (AMPT) to develop expectations and processes that result in each two-year and four-year public higher education institution in the state to offer pathways in mathematics that will:
- Increase student success.
- Allow more students the opportunity to complete degree programs.
- Increase transferability of credits between institutions of higher education.
In February 2017, the AMPT published its report -- Arkansas Math Pathways Task Force Recommendationsview full resourceDownloadFile -- which identified seven specific recommendations and strategies committed to dramatically improve higher education outcomes in developmental and gateway mathematics courses. These seven recommendations include:
- All public institutions of higher education in Arkansas adopt multiple math pathways as needed based on the math course requirements of the programs of study offered at their institution.
- Academic disciplines identify math competencies needed for specific programs of study and use competencies to recommend a common transferable math course requirement for each program of study (Statistics, College Algebra, Quantitative Reasoning, Calculus).
- All public institutions of higher education adopt a co-requisite approach to preparing underprepared students for their required college-level math courses.
- Provide professional development to: (a) support faculty in designing and teaching required college-level math courses and co-requisite approaches; (b) educate faculty, staff and students about the content and benefits of new math pathways; and (c) help advisors understand and be able to advise students into multiple math pathways, and help registrars implement multiple math pathways including co-requisite approaches.
- Provide technical assistance to support faculty and staff in developing multiple measures for student assessment and placement into math pathways.
- Review ACTS language related to recommended pre-requisites for college-level introductory statistics, and identify mathematics skills needed to best prepare for college-level introductory statistics.
- Develop, identify and disseminate strategies and best practices for transitioning students between math pathways should students change majors and encounter a new math course requirement.
In Fall 2017, 20 two-year institutions and 11 four-year institutions committed to implement mathematics pathways in Fall 2018. See Summary of Institutional Commitments for Arkansasview full resourceDownloadFile for more information about who committed and institutional expectations to implement mathematics pathways.
In Spring 2018, the Arkansas Department of Higher Education and the Arkansas Course Transfer System (ACTS) Mathematics Review Committee reached a major milestone with the publication of the Quantitative Literacy/Mathematical Reasoning (ACTS Course MATH1113)view full resourceDownloadFile recommendationsview full resourceDownloadFile. These recommendations will guide Arkansas institutions as they determine which degrees and programs should accept Quantitative Literacy/Mathematical Reasoning as the general education mathematics requirement.
For more details on the work in Arkansas see this Math Pathways Task Force site.