Statewide Implementation of the New Mathways Project
Education reform efforts rarely lead to meaningful change on a large scale. Our strategy, then, is to develop an intentional plan for working at scale from the beginning. This approach begins with our ambitious goals for statewide implementation:
- Broad implementation scope at the state level
Within five years, 75 to 100 percent of community colleges in Texas will implement at least two NMP pathways and maintain the innovation for at least five years.
- Deep implementation depth at the institutional level
At least 25 to 50 percent of developmental mathematics students in Texas will be in an NMP pathway.
We plan to achieve these ambitious goals by engaging — from day one — all Texas community colleges in development, collective learning, outreach and communication, and preparation for implementation.
What does implementation mean?
We define implementation of an NMP pathway as institutionalizing a structure that meets NMP’s four principles and that is informed by active faculty participation in the project. Such implementation may include, but is not limited to, using the curricular materials developed by the Dana Center.
There are three roles for institutions participating in the NMP.
- Codeveloper Colleges: These institutions are active collaborators in the development of the NMP materials and services. They are the first to implement materials, and they act as mentors to other institutions. The nine codeveloper colleges will work closely with the Dana Center to inform and advise on the development of the NMP, including the NMP Implementation Guide:
Alamo Colleges–Northwest Vista College, San Antonio, Texas
Austin Community College, Austin, Texas
Brazosport College, Lake Jackson, Texas
El Paso Community College, El Paso, Texas
Kilgore College, Kilgore, Texas
Lone Star College–Kingwood, Kingwood, Texas
Midland College, Midland, Texas
South Texas College, McAllen, Texas
Temple College, Temple, Texas
- Active-Learning Site: An active-learning site institution will be partnered with one of the codevelopment colleges in a mentoring relationship. Active-learning sites work with a mentor institution to prepare for their own implementation in one to two years. These institutions typically have already started reform efforts and have built some level of faculty awareness and support.
- Capacity-Building Site: These institutions will implement NMP courses in three to four years. The Dana Center will provide an outreach campaign to inform faculty and give them an opportunity to engage in the statewide conversation with their peers at other institutions.
Transfer, Articulation, and Applicability
Implementing the NMP requires coordinated action at many levels of the system, from the institutional level to the state policy level. Policy refers not only to formal laws but to the structures — and informal and formal rules — that shape state, institutional, and classroom activities, and that enable fundamental improvements in developmental education.
Specifically, bringing the NMP to wide-scale implementation depends upon alignment with state-level placement, articulation and transfer, and funding policies. In addition, the NMP must address institutional-level policies and practices such as advising, enrollment, and student support services. We seek to enable a hospitable policy environment by supporting a shared understanding of the opportunities and challenges that confront developmental and gateway mathematics stakeholders.
We also publish occasional briefs as thought pieces and inquiries into some of the concepts and issues with which the field is engaging, including the many developmental education reform agendas and other policy-related topics.