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.
Timeline of Activity:
- Planning for Institutional Scaling: ongoing through March 2017
- Common Math Requirements Steering Committee: ongoing through Summer 2017
- Transfer & Applicability working group meeting (April 7, 2017)
- Designing Math Pathways workshop (May 23-24, 2017)