Making It to and Through Mathematics
When colleges place underprepared students into multiple semesters of developmental mathematics, they rarely enroll in or complete a college-level course. The Charles A. Dana Center at The University of Texas at Austin developed curricular and professional learning supports for a pathways model that replaced 2 to 3 semesters of developmental math, with a single developmental course aligned to the learning outcomes of a college-level course in statistics or quantitative reasoning. MDRC conducted a randomized control trial of the Dana Center Mathematics Pathways (DCMP) model at four community colleges in Texas to evaluate its impact on student progress and success.
As the graph above shows, after three semesters, DCMP students enrolled in and passed college-level mathematics courses at significantly higher rates than their peers: 14.6 percentage points and 7.9 percentage points, respectively. This Points of Interest illuminates that the Dana Center mathematics pathways improves the percentages of students who make to and through college-level mathematics.