[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582400-105":3,"detail-sidebar-cat-0-en-105":73,"doc-detail-582400-en":122},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","carnegie-math-pathways-technical-report-impact-report-2015-2016","Carnegie Math Pathways Technical Report - Impact Report (2015-2016)","","College math placement and developmental requirements frequently delay progress to degrees. Over 500,000 students each year fail developmental mathematics, while most learners who begin in developmental math do not complete credit-bearing college-level mathematics within three years. Carnegie Math Pathways offers Statway and Quantway to accelerate developmental sequences and earn college-level math credit. In 2015-2016, success rates reached 50% (Statway), 64% (Quantway 1), and 67% (Quantway 2), with studies indicating improved completion, enrollment, credit accumulation, and transfer outcomes.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/carnegie-math-pathways-technical-report-impact-report-2015-2016/582400/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/carnegie-math-pathways-technical-report-impact-report-2015-2016/582400.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What additional outcomes do impact studies evaluate beyond course success rates?","Question",{"text":63,"@type":64},"The report states that new impact studies examine completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},582400,1792167362,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,103,107,112,115,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},7,"Healthcare",40,"healthcare",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":105,"slug":106},8,30,"research-report",{"id":108,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},9,"Religion & Spirituality",20,"religion-spirituality",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":110,"slug":114},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":55,"slug":117},"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":104,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| `\u003Cbr>| CARNEGIE MATH PATHWAYS TECHNICAL REPORT |\n| --- | --- |\n| Carnegie Math Pathways􀂕 2015-2016 Impact Report: A Five-Year Review\u003Cbr>March 2017\u003Cbr>Hai Hoang, Melrose Huang, Brian Sulcer, and Suleyman Yesilyurt\u003Cbr>Carnegie Foundation for the Advancement of Teaching Stanford, CA |  |\n\nAbstract  \nCollege math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics1, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways courses, Statway® and Quantway®, that provide post-secondary students with an accelerated method to complete developmental mathematics sequences and attain college-level math credit. Since its launch in classrooms at 29 colleges in 2011, Statway and Quantway have served over 20,000 students. In 2015-2016, the Pathways had achieved remarkable results even while serving over four times as many students as in its initial year. Student success rates in Statway, Quantway 1, and Quantway 2 reached 50%, 64%, and 67% respectively. New impact studies also show that Pathways students have higher completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges.  \nThis report provides descriptive statistics on the 2015-2016 student outcomes, as well as insights into potential areas for improvement based on data from the Pathways’ fifth year of implementation.  \nThe Problem  \nNearly 60% of the nation’s incoming community college students fail the math placement exam and are required to take at least one, and often more, developmental (also known as remedial) mathematics class(es) as a first step toward earning associate or bachelor’s degrees (Bailey, Jeong, & Cho, 2010) . However, 80% of the students who place into developmental math do not successfully complete any college-level mathematics courses within three years (Bailey et al., 2010) . Many of these students spend long periods of time repeating courses and ultimately leave college without a degree or specialized credential. As a result, many of the over 1.7 million first-time students each year2 will fail to acquire essential mathematics skills and are thus unable to progress toward their career and life goals.  \nThe Pathways Solution  \nTo address this national problem, the Carnegie Foundation for the Advancement of Teaching formed a network of college faculty, administrators, researchers, and program designers who worked together to create a transformative approach to developmental mathematics education: The Carnegie Math Pathways (previously called Community College Pathways or CCP) . We call this type of group, whose members apply their specific expertise to a common aim, a Networked Improvement Community (NIC) (Bryk, Gomez, Grunow, & LeMahieu, 2015) .  \n1  \nBailey, Jeong, and Cho (2010) claim that approximately 60% of first-time community college students are placed into developmental math courses. Of those students, up to 80% never complete their credit-bearing math course (Bailey et al., 2010) . According to the data (retrieved on 03/13/2017) from the National Center for Education Statistics-IPEDS Data Center, the average number of first-time community college students from 2011 to 2015 is approximately 1,100,000 annually. Sixty percent of that figure is 660,000, and of this new amount, 80% is 528,000 . Thus, approximately half a million students each year do not obtain college math credit.  \n2 See National Center for Education Statistics (2010), Table 241.  \nThe Pathways program currently offers two courses: Statway® and Quantway® . Statway is a year-long, college-level statistics course. It integrates developmental and college-level math into the lessons so students who complete the entire course earn their required college math credit. Statway is designed to address sp","cbCaiaBRXoCmoimH","https://ap.wps.com/l/cbCaiaBRXoCmoimH","pdf",679484,21,"English","# Abstract\n# The Problem\n# The Pathways Solution\n# Statway\n# Quantway\n# Pathways Enrollment","[{\"question\":\"What additional outcomes do impact studies evaluate beyond course success rates?\",\"answer\":\"The report states that new impact studies examine completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges.\"}]","Carnegie Math Pathways Technical Report - Impact Report (2015-2016) | PDF",1792043227,53]