[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582941-105":59,"doc-detail-582941-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","impact-findings-from-the-dana-center-mathematics-pathways-long-term-follow-up-study-december-2023","Impact Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study - December 2023","","Large numbers of community college entrants are classified as underprepared for college-level mathematics, leading historically to non-credit developmental course sequences that many students never complete and that rarely result in credentials. This research brief summarizes a long-term follow-up study of an early version of the Dana Center Mathematics Pathways (DCMP) model. Results show a sustained 5.6 percentage-point increase in successful completion of the first college-level math course after five years, without a discernible credential completion effect.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-findings-from-the-dana-center-mathematics-pathways-long-term-follow-up-study-december-2023/582941/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-findings-from-the-dana-center-mathematics-pathways-long-term-follow-up-study-december-2023/582941.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do community colleges place many students into developmental math courses?","Question",{"text":112,"@type":113},"Students entering community college are often deemed academically underprepared for college-level math. Historically, they must complete one or more non-credit developmental math courses before advancing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What impact did the early DCMP model have on students’ first college-level math course completion?",{"text":117,"@type":113},"The study found a sustained 5.6 percentage-point increase in students successfully completing their first college-level math course after five years.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the early DCMP model improve credential completion?",{"text":121,"@type":113},"No. The five-year impact on college-level math completion did not produce discernible effects on credential completion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582941,1792166245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Research Brief \\ December 2023  \nImpact Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study  \nSusan Sepanik  \nLarge numbers of students entering community colleges are deemed not academically prepared for college-level math. These students have historically been assigned to one or more non-credit-bearing courses for remedial, often called developmental, math instruction before they can take college-level courses.1 Research has found that most students assigned to traditional developmental math course sequences never complete those sequences or attain a credential.2 The Dana Center Mathematics Pathways (DCMP) model was created in 2011 to better support the needs of these students. It diversifies developmental and college-level math course content, separating it into distinct pathways that better align with students’ career interests. It also streamlines the developmental math sequence so students can move into college-level courses more quickly. This brief highlights the findings from a rigorous long-term follow-up study of an early version of the DCMP model. The study found that the model had a sustained impact on students’ successful completion of their first college-level math course of 5.6 percentage points after five years. This impact on collegelevel math completion did not lead to discernible effects on credential completion, however. Since the launch of this early version of DCMP, the Dana Center has continued to refine and update the model over time and the findings in this study do not reflect the effects of the current version of the DCMP model. The findings do offer some insights that may inform the current implementation of math pathways and other developmental math reforms.  \nCAPR \\ Center for the Analysis of Postsecondary Readiness  \nThe Problem  \nCommunity colleges have been struggling for decades to better support the large number of students entering college who are deemed academically underprepared for collegelevel work in math. Historically, these students have been required to take and pay for a sequence of one to three, or more, semester-length non-credit-bearing courses, referred to as developmental math courses, before moving on to college-level math. By the early 2000s, 59 percent of students entering two-year institutions were taking at least one developmental math course and students of color and students from lower-income backgrounds were more likely than their White and higher-income peers to take these courses.3 Unfortunately, this policy has not been successful in supporting underprepared students. Research has found that most students identified for traditional developmental math education never completed their developmental sequence nor completed any college-level math credits, leaving them unable to attain a credential.4  \nA Potential Solution: Dana Center Mathematics Pathways  \nAs the problems with traditional developmental math sequences became clear, practitioners and policymakers began working on ways to reform the developmental math system. The Charles A. Dana Center at the University of Texas at Austin was one of the organizations atthe forefront of this reform movement, creating the DCMP model (formerly the New Mathways Project) .5 The Dana Center started implementing DCMP in 2011 with the support of the Texas Association of Community Colleges. The DCMP model implemented for this study was based on the following four core principles.  \nMultiple math pathways aligned to different fields of study. The program diversified the developmental and college-level math course content, separating it into three distinct pathways. DCMP included a statistics pathway, for students majoring in social and health sciences; a quantitative reasoning pathway, for students majoring in the humanities; and a path to calculus for students majoring in science, technology, engineering, and mathematics (STEM) . (Students entering the STEM pathway were not included in this study.) All three ","cbCaibzEnF6Kfymh","https://ap.wps.com/l/cbCaibzEnF6Kfymh","pdf",392801,14,"English","# Impact Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study - December 2023\n## The Problem\n## A Potential Solution: Dana Center Mathematics Pathways\n## Impact Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study","[{\"question\":\"Why do community colleges place many students into developmental math courses?\",\"answer\":\"Students entering community college are often deemed academically underprepared for college-level math. Historically, they must complete one or more non-credit developmental math courses before advancing.\"},{\"question\":\"What impact did the early DCMP model have on students’ first college-level math course completion?\",\"answer\":\"The study found a sustained 5.6 percentage-point increase in students successfully completing their first college-level math course after five years.\"},{\"question\":\"Did the early DCMP model improve credential completion?\",\"answer\":\"No. The five-year impact on college-level math completion did not produce discernible effects on credential completion.\"}]","Impact Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study - December 2023 | PDF",1792045070,35]