In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI–FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI–FITW statistics-based approach.

This research study describes the redesign of a developmental mathematics course at a U.S. East Coast university to decrease the amount of time it takes for students to complete their developmental requirement and increase the success rate of students who move on to college-level mathematics. Recommendations for colleges and universities are included.

Final Evaluation Report for the FITW MMRI Project. This study examined the impact of the alternative developmental treatment course on students’ rates of passing developmental math, passing college-level credit-bearing math, and continuous enrollment.

In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics.

In this Steps to Success, authors Dr. Alycia Marshall and Nancy Shapiro describe how Maryland community college and university leaders have implemented a new, shortened statistics pathway as a math option for six community college and four universities.

Since launching in 2011, the Carnegie Math Pathways have demonstrated consistently and significantly higher success rates than the traditional course sequence in college-level developmental mathematics. This report provides descriptive statistics for 2016-2017 student outcomes as well as insights into potential areas for improvement, based on data from the Pathways’ sixth year of implementation.

This report describes the Mathematics Pathways to Completion project developed by the Charles A. Dana Center and the state-level structures, conditions, and processes that facilitate the statewide implementation of math pathways reforms.

The Maryland Mathematics Reform Initiative (MMRI) is a collaborative effort between the public four-year University System of Maryland institutions and the community colleges in Maryland to develop and implement multiple, high-quality mathematics pathways. The focus is on the mathematics that is relevant for students’ chosen career paths while also ensuring that new courses have sufficient mathematical integrity and rigor to be deemed “college level.” This chapter presents a case study of the MMRI and the state’s efforts in undergraduate mathematics reform.