Susan Sepanik | December 2023
This brief highlights findings from a rigorous long-term follow-up study of an early version of the DCMP model that found a sustained impact on students’ successful completion of their first college-level math course of 5.6 percentage points after five years.
Dan Cullinan | November 2023
This brief is part of a follow-up study that reports on longer-term student outcomes and provides additional cost data analysis from the five years of follow-up research. It also compares costs to cumulative academic outcomes, providing estimates of cost effectiveness. A supplement to the brief breaks down the costs into categories.
Susan Sepanik and Sukanya Barman | October 2023
This working paper reports on longer term impacts on students’ math completion, academic progress, and academic attainment from a randomized controlled trial of an early model of Dana Center Math Pathways (DCMP).
By Dorota Biedzio and Susan Sepanik | March 2022
This brief presents interim findings for the first three years after random assignment and provides an exploratory analysis of the effectiveness of the Dana Center Mathematics Pathways (DCMP) program for various subgroups.
By Elizabeth Zachry Rutschow, Susan Sepanik, Victoria Deitch, Julia Raufman, Dominique Dukes, and Adnan Moussa | November 2019
This report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
By Elizabeth Ganga and Amy Mazzariello | October 2018
This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.
By Elizabeth Zachry Rutschow | July 2018
This brief provides a preliminary look at the experimental results of the Dana Center Mathematics Pathways (DCMP) model, developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.
By Elizabeth Zachry Rutschow, John Diamond, and Elena Serna-Wallender | May 2017
A promising new community college intervention—the Dana Center Mathematics Pathways—involves a revised developmental math course that emphasizes statistical and quantitative reasoning skills to align with students’ fields of study. In a random assignment evaluation at four colleges in Texas, students report a qualitatively different experience with math instruction.