Long-Term Effects of the Dana Center Math Pathways Model - Evidence from a Randomized Trial - A CAPR Working Paper

Oct 15, 2026

Uploaded by Rhys

Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study evaluates longer-term effects on students’ math completion, academic progress, and academic attainment. The assessed DCMP version expanded and reorganized developmental and college-level math into pathways aligned with career interests, including a one-semester developmental course for all students. Tracking 1,411 students across four Texas community colleges, results show sustained increases in completing the first college-level math courses, but no five-year impacts on total credits, credential attainment, or transfer.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages55

Reading Time2 h 19 min

AccessFree to download

Introduction

The DCMP Model and Theory of Action

Research on Math Pathways

Methods

Research Questions

Sample

Implementation of the Intervention

Data Sources

Measures

Subgroups

Analytic Approach

Findings

Impacts on Math Completion

Impacts on Academic Progress

Impacts on Academic Attainment

Differential Impacts by Subgroup

Study Limitations

Discussion

DCMP Components That May Have Impacted Students’ Math Completion

Subgroup Findings and Equity

Longer-Term Outcomes

Conclusion

Appendix A

References

Long-Term Effects of the Dana Center Math Pathways Model: Evidence from a Randomized Trial A CAPR Working Paper Susan Sepanik MDRC Sukanya Barman MDRC October 2023 The Center for the Analysis of Postsecondary Readiness (CAPR) is a partnership of research scholars led by the Community College Research Center, Teachers College, Columbia University, and MDRC. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C140007 to Teachers College, Columbia University. The opinions expressed are those of the authors and do not represent views of the Institute orthe U.S. Department of Education. For more information about CAPR, [visit](visit postsecondaryreadiness.org)[ ](visit postsecondaryreadiness.org)[postsecondaryreadiness.org](visit postsecondaryreadiness.org). Abstract Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study assessed longer-term impacts on students’ math completion, academic progress, and academic attainment. The version ofthe DCMP that was assessed in this study diversified the developmental and college-level math course content that students take, separating it into distinct pathways that better aligned with their career interests. It also streamlined developmental math sequences into a one-semester developmental course for all students, regardless of placement level, and implemented evidence-based curricula and pedagogy to engage students in active problem solving that was pertinent to real-life situations. The study, which followed 1,411 students from four Texas community colleges and ten campuses, found that, in the five years after random assignment, program group students were consistently more likely to successfully complete their first college-level math courses than control group students. The study did not find impacts after five years on the number of overall college credits that students accrued or on the likelihood that students attained a credential or transferred to a four-year college. Keywords: community college, postsecondary education, developmental education, math pathways, college success, randomized controlled trial Contents 1. Introduction 1 2. The DCMP Model and Theory of Action 3 3. Research on Math Pathways 5 4. Methods 7 Research Questions 7 Sample 7 Implementation of the Intervention 9 Data Sources 9 Measures 11 Subgroups 12 Analytic Approach 12 5. Findings 14 Impacts on Math Completion 14 Impacts on Academic Progress 14 Impacts on Academic Attainment 17 Differential Impacts by Subgroup 17 6. Study Limitations 20 7. Discussion 21 DCMP Components That May Have Impacted Students’ Math Completion 21 Subgroup Findings and Equity 22 Longer-Term Outcomes 22 8. Conclusion 26 Appendix A 27 References 46 List of Exhibits Table 1 Characteristics of Students in the Study 10 2 Impacts on Math Completion, Academic Progress, and Academic Attainment 15 3 Impact on Completion of First College-Level Math Course, by Subgroup, Five Years After Random Assignment 18 A.1 Impacts on Math Completion 29 A.2 Impacts on Academic Progress: Total Credits Attempted and Earned 33 A.3 Impacts on Academic Progress: Enrollment 36 A.4 Impacts on Academic Attainment 38 A.5 Completion of First College-Level Math Course, by Subgroup, Five Years After Random Assignment 42 A.6 College-Level Credits Earned, by Subgroup, Five Years After Random Assignment 43 A.7 Credential Attainment or Transfer to Four-Year College, by Subgroup, Five Years After Random Assignment 44 Figure 1 The DCMP Model’s Theory of Action as Evaluated in This Study 4 A.1 Construction of Analysis Sample 45 Acknowledgments We would like to thank the staff at the Charles A. Dana Center at the University of Texas at Austin and the faculty, staff, administrators, and students at the four Texas community colleges that p

FAQs

What longer-term outcomes does the study examine for the Dana Center Math Pathways (DCMP) model?

The study assesses longer-term impacts on math completion, academic progress, and academic attainment, including first college-level math course completion and outcomes related to credits, credentials, and transfer.

How did the DCMP version evaluated in this study change math course pathways?

It diversified developmental and college-level math course content into distinct pathways aligned with students’ career interests, streamlined developmental math into a one-semester course for all students, and applied evidence-based curricula and pedagogy focused on active, real-life problem solving.

What did the randomized trial find five years after assignment?

Students in the program group were consistently more likely to successfully complete their first college-level math courses than the control group. However, no five-year impacts were found for total overall college credits, credential attainment, or transfer to a four-year college.

Oct 15, 2026

Uploaded by Rhys