Developmental mathematics continues to be a barrier to success for millions of students each year. To address this, policies have shifted and new models have been developed, particularly corequisite courses. In this session, we’ll explore institutional strategies and administrative conditions that can impact success in corequisite courses.

Our preliminary results suggest that success rates can be impacted by:

• the number of total contact hours used;
• student cohort structure;
• faculty preparation time, support, and collaboration;
• and students’ initial reading and math levels.

You’ll walk away with critical information on promoting high and equitable success rates for corequisite mathematics courses and compelling data from institutions nationwide.

Date, Time, & Location
Saturday, April 23, 2:30 to 4 p.m. Pacific
San Diego Convention Center, Exhibit Hall B

Speaker
Scott Strother, Manager of Curriculum and Evaluation, Carnegie Math Pathways

Math pathways are promising approaches to improving success outcomes but efforts to implement such reforms effectively at scale have had limited success. This paper reports on a 5-year study that examines the processes involved with implementing innovation at scale and the role of leadership in managing organizational change. Findings suggest that leadership’s role is sensitive to institutional context and that the distributed nature of authority can serve as a barrier or a resource in differing contexts. The study suggests that developing leadership capacity may be an important approach to supporting effective and sustainable improvement at scale.

Date, Time, & Location
Sunday, April 24, 9:45 to 11:15 a.m. Pacific
Division Virtual Rooms
Division J – Section 3: Organization, Management, and Leadership Virtual Roundtable Session Room

Speaker
Ann Edwards, Director of Research and Implementation, Carnegie Math Pathways