The "skills gap" persists because we misdefine it as one problem. Workforce readiness actually involves three distinct skills—technical, durable, and functional—plus the ability to navigate entering the job market. Treating skills as one category hides real pipeline breakdowns. The Charles A. Dana Center proposes three fixes: partnering to close technical gaps, teaching durable "meta-skills" like

This report from the Charles A. Dana Center and Education Strategy Group (ESG) looks at mathematics pathways across the country, outlining key actions and critical data points to successfully implement aligned math pathways. Published July 2025.

This toolkit contains resources and guidance on the design of course content, pedagogy, and technology, and on working with programs to identify statistics as an appropriate pathway. Includes learning outcomes for an introductory statistics course, assessment of student readiness, necessary mathematical foundations, and models for providing support for underprepared students.

The Corequisite Research Design Collaborative (CRDC) convened its member researchers, practitioners, and policy leaders to explore the findings of Dr. Sean Pepin’s report, The Challenges of Scaling Gateway Mathematics Corequisites. During the convening discussions centered on recent findings and learnings about effective corequisite design and implementation and identified questions to inform

The College of Coastal Georgia is incorporating mindset activities into their corequisite math courses in order to increase student success.