Making It Through: Interim Findings on Developmental Students’ Progress to College Math with the Dana Center Mathematics Pathways
By Elizabeth Zachry Rutschow | July 2018
Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in—let alone pass—an introductory college-level math course, but without those credits, they cannot graduate.
Among the many reforms practitioners are undertaking to try to improve students’ success, the use of math pathways, which diversify and accelerate students’ math course options to align with their career interests, is a popular approach. This brief provides a preliminary look at the experimental results of one such model, the Dana Center Mathematics Pathways (DCMP), 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. Full results from the study will be published in 2019.