[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582519-105":59,"doc-detail-582519-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","math-pathways-reforms-in-maine-policy-brief-summary","Math Pathways Reforms in Maine - Policy brief summary","","Math Pathways Reforms in Maine summarizes a statewide and national effort to reframe mathematics “pathways” curricula, with attention to postsecondary preparation, academic and career success, and clearer program expectations. The study documents the reform’s status in Maine through interviews and document/resource review conducted from August to December 2019. Findings highlight individualized student learning and career readiness while addressing barriers related to tracking, implementation challenges, and organizational ownership.",{"@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/math-pathways-reforms-in-maine-policy-brief-summary/582519/",{"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/math-pathways-reforms-in-maine-policy-brief-summary/582519.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report focus on regarding mathematics pathways in Maine?","Question",{"text":112,"@type":113},"It describes and summarizes the mathematics pathways movement underway in Maine and other states, emphasizing postsecondary pathways that lead to academic and career success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"Data collection began in August 2019 and concluded in December 2019, using interviews plus document and resource collection and review.",{"name":119,"@type":110,"acceptedAnswer":120},"What key benefits and challenges are highlighted in the findings?",{"text":121,"@type":113},"The findings review pathways as a way to promote individualized learning and career readiness, clarify math expectations, and reduce the need for remedial coursework, while also discussing challenges including tracking and reform ownership.","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},582519,1792910861,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Math Pathways Reforms in Maine  \nPrepared by:  \nSarah B. Jessen  \nAmy F. Johnson  \nFebruary 2020  \nMaine Educational Policy Research Institute (MEPRI) University of Southern Maine  \nGorham Maine  \nCenter for Education Policy,  \nApplied Research, and Evaluation  \nPublished by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine.  \nCEPARE provides assistance to school districts, agencies, organizations, and university faculty by conducting research, evaluation, and policy studies.  \nIn addition, CEPARE co-directs the Maine Education Policy Research Institute (MEPRI), an institute jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature.  \nStatements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred.  \nThe University of Southern Maine does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran's status and shall comply with Section 504, Title IX, and the A.D.A in employment, education, and in all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request.  \nThis study was funded by the Maine State Legislature, and the University of Maine System. Copyright © 2020, Center for Education Policy, Applied Research, & Evaluation.  \nTable of Contents  \nPolicymaker Summary .................................................................................................................. i  \nStudy Purpose................................................................................................................................ 1  \nBackground ................................................................................................................................... 1  \nMethodology .................................................................................................................................. 3  \nFindings.......................................................................................................................................... 4  \nPartnering with the Dana Center & the Conference Board of Mathematical Sciences .......... 5  \nPromoting Individualized Student Learning in Math & Career Readiness ............................ 7  \nClarifying Math Expectations & Reducing the Need for Remedial Coursework................... 8  \nOrchestrating Political & Organizational Shifts: Progress and Challenges ............................ 8  \nOrganizational and Political Challenges Facing the State Universities and K-12 system.... 10  \nAvoiding Pitfalls of Tracking ............................................................................................... 11  \nMoving Forward: Establishing Organizational Ownership and Accountability for the Reforms ................................................................................................................................. 12  \nConclusions and Policy Implications......................................................................................... 12  \nReferences .................................................................................................................................... 14  \nPolicymaker Summary  \nFor this project, MEPRI researchers were asked to describe and summarize the“mathematics pathways” movement which is currently underway in the state of Maine, as well as in other states across the country. For the past several years, attention has turned toward reviewing and reframing the curricular pathways in math fo","cbCaikhuTe0uZH9L","https://ap.wps.com/l/cbCaikhuTe0uZH9L","pdf",360030,"English","# Policymaker Summary\n## Study Purpose\n## Background\n## Methodology\n## Findings\n## Partnering with the Dana Center & the Conference Board of Mathematical Sciences\n## Promoting Individualized Student Learning in Math & Career Readiness\n## Clarifying Math Expectations & Reducing the Need for Remedial Coursework\n## Orchestrating Political & Organizational Shifts: Progress and Challenges\n## Moving Forward: Establishing Organizational Ownership and Accountability for the Reforms\n## Conclusions and Policy Implications\n## References","[{\"question\":\"What does the report focus on regarding mathematics pathways in Maine?\",\"answer\":\"It describes and summarizes the mathematics pathways movement underway in Maine and other states, emphasizing postsecondary pathways that lead to academic and career success.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Data collection began in August 2019 and concluded in December 2019, using interviews plus document and resource collection and review.\"},{\"question\":\"What key benefits and challenges are highlighted in the findings?\",\"answer\":\"The findings review pathways as a way to promote individualized learning and career readiness, clarify math expectations, and reduce the need for remedial coursework, while also discussing challenges including tracking and reform ownership.\"}]","Math Pathways Reforms in Maine - Policy brief summary | PDF",1792043640,48]