This report provides descriptive statistics for 2016-2017 student outcomes as well as insights into areas for improvement, based on data from the sixth year of Carnegie Math Pathways implementation.
Statway, an alternative route to completing college-level developmental mathematics requirements, has evolved into a single-semester course. This paper describes reasons for the shift, impacts, and implementation challenges.
Five-year studies show that Carnegie’s network approach to improving developmental math increased both student success in college-level math and transfer rates from 2-year to 4-year colleges compared to students in traditional remedial math, even as enrollment quadrupled.
User-centered design is key to developing meaningful change to improve student achievement, and networked improvement communities help ensure and maintain the focus on human needs.
When a 2010 study found dismal success rates in college developmental math, the Carnegie Foundation formed a network of experts to address the problem guided by improvement science. This narrative tells how the process led to a new remedial program with stunning results.
This study assessed the effectiveness of the developmental math course, Quantway 1 over six semesters. The findings provide robust evidence that Quantway 1 increases student success in fulfilling developmental math requirements and advances equity in student outcomes.
This study was aimed to assess the effectiveness of Statway during its first two years of implementation by means of a multilevel model with propensity score matching to control for possible selection bias and increase the validity of causal inference.
This report provides descriptive statistics on 2014-2015 student outcomes, as well as insights into potential areas for improvement based on data from the fourth year’s Pathways implementation.
All students can learn and succeed in math. Professor Jo Boaler presents how schools and teachers promote growth mindsets in math through certain tasks and teaching methods.
In a recent article, Carnegie Corporation of New York's Kathryn Baron outlined the development, success, and future of the Community College Pathways. Drawing on student and faculty experiences, the article highlights supporting students' mindsets.
Pathway faculty leaders are developing bridge courseware that can enable Pathways students to be eligible to take the math courses in STEM or business majors without having to enroll in an additional developmental math course.
This report provides descriptive statistics on 2013-2014 student outcomes as well as insights into potential areas for improvement based on data from the third year's implementation of the Pathways.
Iterative testing from a Carnegie Alpha Lab practitioner-researcher partnership highlights the potential impact of a mindset intervention followed several weeks later by a utility value intervention administered online to reduce course dropout.
Today, Bernadine Chuck Fong, the senior partner in Carnegie’s Community College Pathways initiative, joined President Obama, the First Lady, and Vice President Biden along with hundreds of college presidents and other higher education leaders to announce new actions to help more students prepare for and graduate from college. The White…
In this New York Times article, Ginia Bellafante writes about the roadblock mathematics poses for students in community college. The piece focuses on LaGuardia Community College. LaGuardia’s president Gail Mellow is a Carnegie Board member. Carnegie’s math pathways are featured. Bellafante writes: What makes algebra so hard for community college…
Andrea Levy, Statway instructor at Seattle Central Community College, discusses her strategies to provide developmental math students with the intellectual and emotional support they need to succeed.
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