Since 2018, public community colleges and universities in Arkansas have collaborated to implement and scale mathematics pathways and English and mathematics corequisite supports to normative practice. This statewide initiative, called Strong Start to Finish Arkansas (SStF Arkansas), is supported by a community of practice and technical assistance from the Charles A. Dana Center at The University

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.

Corequisite remediation, which places students directly into college-level work with additional academic support, has emerged as a robust alternative to stand-alone, prerequisite, developmental education. In 2013, we conducted the first published experimental evaluation of corequisite remediation. Our seven-year outcomes data indicate that the benefits of corequisite remediation with college-level

In the United States, mathematics is a barrier that prevents many students from reaching their educational goals. Research shows that math is a significant contributor to education equity gaps.1 Students have differential access to quality math curricula and quality teachers, and the mathematics course sequences traditionally offered in schools and colleges fail to serve most students. Too often

This Convening Recommendations document reflects recommendations from the “Math and Statistics Education for Nurses” Convening held by the High-Quality Mathematics Education for Nurses Task Force in October 2019. Its purpose is to illustrate areas of consensus, clarify the seven recommendations for developing improved quantitative education for nursing practice, and offer topics to serve as the

In recent years, two reform movements—guided pathways and mathematics pathways—have attempted to ease the burden placed on students across the higher education pipeline. Both pathways movements seek to simplify and clarify the educational pipeline for college students by aligning program-level requirements and learning outcomes with students’ academic and career interests. Yet up until now, each

Recognizing that student proficiency and success rates in mathematics are much lower than desired in Central Texas, as is commonly the case elsewhere, the region’s education leaders decided in 2018 to address the problem directly and established the Central Texas Math Alignment Taskforce (CTXMAT). Less than two years later, changes are underway in K-12, community colleges, and universities that

To fully realize the promise of math pathways, the Dana Center recommends that math departments engage in a deliberate and thoughtful process of continuous improvement throughout the initial structural changes and beyond. Putting into place new, aligned math pathways is a significant step, but that step must be followed by questioning and confirming that students are being placed in the

Texas 2-year and 4-year transfer inventory guide for 2019-20. This year's version of the Texas Transfer Inventory only includes updated information on the core curriculum and transferability of mathematics courses.