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Math Pathways Project

Math Pathways Project

"Mathematics pathways refer to developmental and college-level course sequences that align to a student’s academic and career goals, and that accelerate student completion of a gateway college-level math course. A mathematics pathways solution can significantly increase student success by addressing two structural drivers of the [math success] problem: (1.) the mismatch of content, and (2.) long, multi-semester course sequences."

from “Modernizing Entry-Level Mathematics Programs: The Case for Mathematics Pathways,” Dana Center, October 2016

Beginning in the 2017-18 academic year, 10 Washington higher education institutions (see list below) formally became the initial cohort of “early implementers” as part of Phase 3 of the formal Math Pathways to Completion project. (See Dana Center's MPC Phase 3 State Expectations).

These institutions have agreed to implement math pathways at scale (in most cases refining and extending their existing efforts), addressing the broad issues defined in the headings below using the Dana Center’s Institutional Implementation Guide as a broad framework for their work.

In addition, the “early implementers” cohort has agreed to a) compile available baseline data on math student enrollment and success and work with SBCTC to track specific metrics over time and b) complete an annual program progress report (using this Implementation Progress Assessment Template).

Initial Math Pathways to Completion (MPC) Institutional Cohort:

  • Cascadia College
  • Central Washington University
  • Clark College
  • Columbia Basin College
  • Eastern Washington University
  • Everett Community College
  • Spokane Community College
  • Spokane Falls Community College
  • Tacoma Community College
  • Wenatchee Valley College

Institutional-Level Goals for Implementing Math Pathways at Scale

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  1. Offer appropriate math pathway options to all degree-seeking students.
  2. For institutions providing precollege math, define a precollege math pathways model that includes at least two precollege pathways aligned in terms of content and rigor to their first college level math courses, and structure the pathways with the goal of having at least 75 percent of all students who enter the precollege pathway earn their college-level math credit in one year or less.
  3. Identify specific plans for improving the alignment of the pathways with programs of study and/or increasing number of students in math pathways appropriate to their programs of study/career choices.
  4. Convene math faculty and key partner discipline faculty to consider how statewide math pathways alignment work connects to local courses in math pathways offered.
  1. Review local placement policy to make sure it allows differentiated placement for different math pathways.
  2. Convene campus work group to determine evidence for assessing effective advising processes.
  3. Create an advising tool (pathway visual) based on template provided.
  4. Clarify and promote to students the specific precollege math pathway/s leading to the college-level Direct Transfer Agreement math courses offered.

Questions About Math Pathways?

Math Pathways to Completion Contacts

Barbara Alvin, Task Force Co-Chair
Eastern Washington University

Helen Burn, Task Force Co-Chair
Highline College

Bill Moore, MPC State Facilitator
SBCTC Director of K-12 Partnerships

Jane Sherman, MPC State Advisor
Charles A. Dana Center Consultant


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Last Modified: 1/30/24, 3:56 PM

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