Dana Center Role
Jeremy has spent his career working in education systems to support students in achieving their academic and career goals. At the Dana Center, he conducts research, provides policy analysis, and develops resources for institutional leaders and state decision makers to improve student success in postsecondary mathematics. For the Higher Education Services team, Jeremy collaborates with key stakeholders from states, institutions, and professional organizations to understand and influence policies to improve equitable access and success in mathematics education. In addition, he supports the Center’s executive director in his national efforts to modernize entry-level college mathematics programs by conducting research to inform strategic planning, program design, and resource development.
Before Joining the Dana Center
Jeremy taught speech and debate in grades 9–12 at public high schools in the Austin, Texas area. As a high school debate coach and program director, he led one of the nation’s largest debate teams to broad and deep competitive success at local, state, and national tournaments. During this time, Jeremy also provided leadership to professional debate teaching organizations and supported students and teachers through work at summer institutes.
M.P.Aff., LBJ School of Public Affairs, The University of Texas at Austin
B.A., English, Dartmouth College
Martin, J. (2019). Higher education as a complex adaptive system: Considerations for leadership and scale. In R. Hartzler & R. Blair (Eds.), Emerging issues in mathematics pathways: Case studies, scans of the field, and recommendations. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Martin, J., Hartman, C., & Flores, K. (2018). Texas transfer inventory guide—Dana Center Mathematics Pathways. Austin, TX: The Charles A. Dana Center at the University of Texas at Austin.
Cullinane, J., Martin, J., & Massey, K. (2016). Mathematics for pre-service elementary (K–5) teacher education: Recommendations from professional organizations and requirements the higher education sector (Program-of-study brief number 5). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Cullinane, J., Martin, J., & Massey, K. (2016). Mathematics for business: Recommendations from professional organizations and requirements from the higher education sector (Program-of-study brief number 6). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Accelerating aspiration and success: Policy and innovation in developmental mathematics. Presented at the League for Innovation National Conference, Seattle, WA (March 2020).
Modernizing mathematics pathways in Connecticut. Presented at the Connecticut State College and University System’s ACME Convening, Middlebury, CT (December 2019).
Mathematics pathways and equity: Data from Texas ERC. Presented at the MathEquity Texas Convening, Austin, TX (June 2019).
Mathematics pathways for elementary teachers: Overview of the Texas policy context. Presented at the Elementary Teacher Mathematics Faculty Working Group meeting, Austin, TX (October 2018).
Emerging trends in mathematics placement policy and practice. Presented at the University of Wisconsin System Math Initiative workshop, Madison, WI (August 2018).
Status of math pathways in Texas: Preliminary data from ERC and the Texas transfer inventory. Presented at DCMP Regional Coordinators convening, Austin, TX (August 2018).
Mathematical Association of America