April 2, 2014
Page 1 of 14
Enhancing institutional flexibility in determining college-readiness in mathematics:
A resource for the
NEGOTIATED RULEMAKING COMMITTEE ON THE TEXAS SUCCESS INITIATIVE
This resource is an edited version of the document shared by staff of the New Mathways Project with
the Texas Higher Education Coordinating Board’s negotiated rulemaking committee as the
committee considered changes to the rules for the Texas Success Initiative, the state’s project to
better serve students in need of additional developmental support as they enter higher education.
The information in this document was shared with committee members before the committee’s
meeting on April 2, 2014.
Issue
Many colleges and universities in Texas are implementing multiple mathematics pathways,
with the intention that in following these various pathways, students will become better
prepared to pursue their chosen programs of study.
Typically, in Texas and nationally, students seeking business or STEM (science, technology,
engineering, or mathematics) degrees are required to complete calculus, while many
students in the liberal arts, social sciences, fine arts, and health fields are referred to courses
in statistics or in contemporary mathematics (e.g., quantitative reasoning and mathematics
for liberal arts courses).
Prerequisite developmental courses have traditionally been designed with the assumption
that all students are following the mathematics course pathway that leads to calculus.
Now, in response to the efforts to align college-level mathematics courses with programs of
study, institutions of higher education in Texas and beyond are redesigning developmental
prerequisites to better align to the college-level mathematics courses needed for students’
actual programs of study—not all of which require calculus.
Institutions of higher education, including the 50 Texas community college districts
participating in the New Mathways Project, seek clarity and flexibility in the Texas Success
Initiative rules to determine when a student is college-ready in mathematics when he or she
completes developmental mathematics coursework other than intermediate algebra.
Specifically, how should institutions determine when a student is college-ready when that
student takes developmental coursework aligned to statistics or contemporary
mathematics—that is, coursework designed to prepare students for non-STEM pathways?
Background
The movement toward multiple mathematics pathways began with recommendations from
the professional associations of mathematics, including the Mathematical Association of
America (MAA) and the American Mathematical Association of Two-Year Colleges
(AMATYC). The movement is strongly supported by the Joint Policy Board for Mathematics
(JPBM), which includes the MAA, the American Mathematical Society (AMS), the American
Statistical Association, and the Society for Industrial and Applied Mathematics (SIAM). Many
colleges and universities across Texas and the nation are joining this movement. The New
April 2, 2014
Page 2 of 14
Mathways Project is one instantiation of an approach using multiple mathematics pathways
to support underprepared college students.
The NMP is a joint initiative of the Charles A. Dana Center at the University of Texas at Austin
and the Texas Association of Community Colleges. In 2012, all 50 community college
districts in the state unanimously agreed to participate in the NMP and increased their
association dues to TACC to support NMP development and implementation. Since that
time, the Texas Legislature has appropriated funds, and private funders, including the
Carnegie Corporation of New York, Greater Texas Foundation, Houston Endowment, the
Kresge Foundation, and TG, have contributed to the project.
The NMP is a systemic approach to improving student success and completion that
implements processes, strategies, and structures based on four fundamental principles:
1. Multiple pathways with relevant and challenging math content aligned to specific
fields of study
2. Acceleration that allows students to complete a college-level math course more
quickly than in the traditional developmental math sequence
3. Intentional use of strategies to help students develop skills as learners
4. Curriculum design and pedagogy based on proven practice and research-based
definitions of rigor
The NMP courses are designed to enable students placed into developmental
mathematics to complete a credit-bearing, transferable mathematics course on an
accelerated timeline, while building skills for long-term success in college and in life.
The figure shows the structure of the NMP courses. For more information about the NMP
courses, please see the Overview of the NMP: Focus on Curricular Materials document.
April 2, 2014
Page 3 of 14
Current TSI Rules
At present, Texas Success Initiative (TSI) rules (rule 4.59) require that once a student is “TSI
complete,” he or she must be eligible to enroll in any college-level course. Institutions
implementing the NMP this year have identified a key challenge: students who complete
the NMP Foundations of Mathematical Reasoning course are ready to take statistics (Math
1342/1442) or contemporary mathematics (Math 1332), but they are not yet fully prepared
with all the algebraic skills they need to succeed in college algebra (Math 1314).
The implementing colleges would like more flexibility in the TSI rules and reporting
requirements to allow them to certify a student is TSI-complete for a pathway. That is, they
would like to ensure that developmental students who complete Foundations of
Mathematical Reasoning go on to statistics or contemporary mathematics, while those
students who go on to college algebra first complete intermediate algebra (or an
equivalent non-course-based option).
Institutions can currently work around this challenge by classifying a student as TSI-complete
when the student successfully completes the associated college-level course. This
approach is analogous to the co-requisite model, in which students simultaneously enroll in
supplemental developmental support and a college-level course. There are two drawbacks
to this approach: (1) Students who transfer after their developmental course will not be
viewed as college-ready at a receiving institution and may need to take additional
developmental coursework; (2) Students who are not TSI-complete often need special
institutional override or approval to enroll in a college-level course, complicating registration
and limiting scalability of pathways programs.
Proposed Rule Change
To address these issues, the implementing NMP colleges and the Dana Center propose that
the Texas Higher Education Coordinating Board include the following institutional option for
determining college readiness:
Allow institutions to classify a student as "TSI-complete for a pathway", that is, "ready
for college algebra" or "ready for statistics or contemporary math."
The proposed change ensures that students in both developmental programs and collegelevel programs are prepared for the courses needed in their fields of study. If a student
changes pathways, he or she may need to take additional coursework to become TSIcomplete for his or her new field of study.
This proposed change would ease implementation and scale-up of multiple mathematics
pathways in Texas, as students could be classified as TSI-complete before registering for a
college-level course. College readiness for a pathway can be easily tracked and
automated in registration systems. The proposed change also supports rule 4.59’s
requirement that “An institution shall, as soon as practicable and feasible, indicate a
student's readiness in reading, mathematics, and writing on the transcript of each student.”
It is important to note that the proposed rule change would not require colleges and
universities to offer particular prerequisites or multiple pathways. The change would,
however, provide the flexibility that institutions seek to align developmental mathematics
April 2, 2014
Page 4 of 14
and college-level mathematics courses, to simplify enrollment and advising processes, and
to accurately track student progress.
If you have any questions about this document, please contact Jenna Cullinane
(jenna.cullinane@austin.utexas.edu), higher education policy and strategy lead at The Charles A. Dana Center
at the University of Texas at Austin.
April 2, 2014
Page 5 of 14
SUPPLEMENTAL RESOURCES
Professional organizations of mathematics, a number of Texas higher education institutions,
and institutions and policymakers in other states offer examples and support for three key
ideas for improving undergraduate education in mathematics:
(1) Offer multiple mathematics pathways aligned to students’ programs of study
(2) Align prerequisite developmental courses to college-level mathematics courses
(3) Provide institutions flexibility to innovate and implement accelerated mathematics
pathways that lead to improved student success.
(1) Offer multiple mathematics pathways
Mathematics Professional Associations
The Mathematical Association of America’s Committee on the Undergraduate Program in
Mathematics (CUPM) recommends that departments broaden general education
coursework beyond college algebra to meet student needs, asserting:
“Unfortunately, there is often a serious mismatch between the original rationale for a
college algebra requirement and the actual needs of the students who take the
course. A critically important task for mathematical science departments at
institutions with college algebra requirements is to clarify the rationale for the
requirements, determine the needs of the students who take college algebra, and
ensure that the department’s courses are aligned with these findings.”
For students taking general education or introductory courses in the mathematical sciences
(not majoring in the mathematical sciences or mathematics-intensive partner disciplines),
the Committee recommends courses in quantitative literacy, liberal arts mathematics, finite
mathematics, college algebra with modeling, or introductory statistics—that enable
students to build quantitative and logical reasoning skills while honing analytical
communication skills.
— Mathematical Association of America, Undergraduate Courses and
Programs in the Mathematical Sciences:
CUPM Curriculum Guide 2004, p. 27.
http://www.maa.org/sites/default/files/pdf/CUPM/cupm2004.pdf
The American Mathematical Association of Two-Year Colleges (AMATYC) recommends that
all students develop quantitative literacy. For students in non-mathematics-intensive majors,
quantitative literacy includes applying mathematics, statistics, and technology to research,
model, and interpret real-world problems and solutions.
—American Mathematical Association of Two-Year Colleges,
Beyond Crossroads, pp. 39–40.
April 2, 2014
Page 6 of 14
http://beyondcrossroads.matyc.org/doc/PDFs/BCAll.pdf
In recent convenings with 17 Texas universities participating in the NMP Transfer Champions
Initiative, the Dana Center found:
•
All 17 participating universities offer at least 2 mathematics pathways that are
aligned to the needs of students majoring in STEM fields and in non-STEM fields.
•
Seven of these universities (indicated with ** in the table below) offer at least 3
mathematics course pathways aligned to the needs of students in the social
sciences and health fields, the liberal and fine arts, and in STEM fields.
Colleges and universities participating in the New Mathways
Project transfer initiative
Two-Year (codevelopers)
Four-Year (primary transfer partners)
Austin Community College
The University of Texas at Austin**
Texas State University
Brazosport College
University of Houston
University of Houston–Clear Lake
El Paso Community College The University of Texas at El Paso
Kilgore College
The University of Texas at Tyler**
Stephen F. Austin State University**
Texas A&M University–Commerce
Lone Star CollegeSam Houston State University
Kingwood
University of Houston–Downtown**
Midland College
Texas Tech University**
The University of Texas of the
Permian Basin
Alamo Colleges—
The University of Texas at San
Northwest Vista College
Antonio
Texas A&M University-San Antonio
South Texas College
The University of Texas–Pan
American**
Temple College
Texas A&M University–Central Texas
University of North Texas**
—The New Mathways Project, Transfer Champions Initiative
http://www.utdanacenter.org/higher-education/new-mathways-project/the-newmathways-project-in-texas/transfer-champions-initiative
David M. Bressoud, Eric M. Friedlander, and C. David Levermore (leaders or former leaders
of mathematics professional associations) recently addressed the challenges of improving
postsecondary education in mathematics in an article for SAIM News and MAA Focus
written on behalf of the Joint Policy Board for Mathematics—which includes the
April 2, 2014
Page 7 of 14
Mathematical Association of America, the American Mathematical Society, the American
Statistical Association, and the Society for Industrial and Applied Mathematics. They argue:
“Among the challenges we face is the need to find new ways to educate students
who are poorly prepared for post-secondary mathematics. This includes new
teaching methodologies and technology, as well as changes in curricula at all levels.
We must do more to adapt the mathematics we teach to the career needs of the
students we teach.”
Their recommendations cite the NMP and related work on the Statway and Quantway
courses as promising strategies for improving success in collegiate mathematics for
underprepared students.
—David M. Bressoud, Eric M. Friedlander, and C. David Levermore. (2014 January 10).
“Meeting the Challenges of Improved Post-Secondary Education in the Mathematical
Sciences.” Post-Secondary Education in Mathematics (TPSE Math). Retrieved on March 19,
2014, from http://www.tpsemath.org./meeting_the_challenges.
A longer version of this essay was published by
the Mathematical Association of America and can be found here:
http://www.maa.org/sites/default/files/pdf/MathReport2PCAST.pdf
Texas Colleges and Universities
Example: The University of Texas at Tyler
UTT advises students to fulfill core curriculum requirements with relevant coursework for their
major. Excerpted from their advising guide:
•
Math, Biology, Chemistry, Computer Science, Engineering Majors
You must take Calculus I (Math 2413).
•
Liberal Arts Majors
We recommend you take Contemporary Math I & II (Math 1332 & 1333) to satisfy
your core. These courses are specifically designed with you in mind and strongly
recommended. That is, they are for majors that do not require any specific
mathematical knowledge. As a result, the topics in these courses are chosen to be
interesting and relevant, requiring only basic skills from high school mathematics
courses.
•
Business, Accounting, Marketing, Finance, Management, Computer Information
Systems Majors
You must take Mathematics for Business and Economics I (Math 1324).
•
Nursing, Health & Kinesiology Majors
We recommend you take Statistics I & II (Math 1342 & 1343) to satisfy your core.
April 2, 2014
Page 8 of 14
—The University of Texas at Tyler, “Planning for the Core Curriculum.”
https://www.uttyler.edu/nursing/college/undergraduate/bsn.php
Example: The University of North Texas
UNT’s mathematics department developed a visual aid to describe the alignment of
recommended mathematics courses with fields of study. Students can follow their major’s
path from prerequisites and placement through credit-bearing courses:
•
Social Sciences, Humanities, Public Affairs and Community Service, Journalism, Music,
Merchandising Hospitality, and Tourism majors take a contemporary mathematics
course or elementary statistics.
•
Business and BA economics majors take college math for business and business
calculus.
•
Mathematics, science, and BS economics majors take Calculus and the related
calculus-prep sequence.
—University of North Texas, “Which UNT Math Class is Right for Me?”
https://transition.unt.edu/sites/default/files/pdf/FO_WhichMathClass-1.pdf
Example: The University of Texas at Austin
The University of Texas at Austin allows students to fulfill core mathematics and statistics
requirements with courses applicable to their field of study. Although a broad range of
courses meet general requirements, specific majors may require additional coursework
and/or restrict the number of acceptable courses. This University policy effectively facilitates
pathways.
—The University of Texas at Austin School of Undergraduate Studies,
“2012–2014 Core Requirements”
https://www.utexas.edu/ugs/core/requirements/2012-2014
—Department of Mathematics, “Mathematics Course Descriptions”
https://www.ma.utexas.edu/academics/courses/descriptions
—Department of Statistics and Data Sciences, “Courses: Undergraduate
Course Inventory”
http://ssc.utexas.edu/undergraduate/courses-undergraduate
April 2, 2014
Page 9 of 14
Example: The New Mathways Project
Forty-seven Texas community college districts have committed to begin implementing the
New Mathways Project by 2016. Ten institutions are implementing the statistics pathway in
the 2013-2014 academic year. Thirteen additional colleges will begin implementation in
2014 or 2015. Another 23 will begin implementing in 2015 or 2016.
—Statewide Implementation of the New Mathways Project
http://www.utdanacenter.org/higher-education/new-mathways-project/the-newmathways-project-in-texas/statewide-implementation-of-the-new-mathways-project
Other States and Systems
The Kentucky Council on Postsecondary Education adopted differentiated pathways by
establishing three tiers of college readiness for mathematics. First-time students seeking to
enroll in general education mathematics, college algebra, and calculus without
developmental coursework must meet different ACT, SAT, and COMPASS benchmark
scores. The Council justifies their position accordingly:
“A three-tiered approach to mathematics was used to establish mathematics
readiness levels for various fields of study. For example, a survey of Kentucky
institutions found that most majors in the liberal arts and social sciences fields do not
require college algebra. A mathematics readiness score for those majors was
investigated and subsequently established based on student performance in the
liberal arts mathematics courses.”
—Kentucky Council on Postsecondary Education,
“College and Career Readiness in Kentucky”
http://www.cpe.ky.gov/NR/rdonlyres/159216BD-E814-48A1-979E8955E3C1DA8D/0/COLLEGEANDCAREERREADINESSINKENTUCKYandSenateBill1forBoardOrie
ntationBook.pdf
Two recent statewide mathematics taskforces in Georgia and Ohio have recommended
the use of multiple mathematics pathways.
The University System of Georgia Mathematics Task Force recommends that campuses align
enrollment in introductory mathematics with existing STEM and non-STEM pathways to better
suit students’ intended program of study. The task force contends that there needs to be a
modernized curriculum to match career needs:
“A half-century ago, most students who took college mathematics were preparing
for careers in engineering or the sciences, and calculus was the clear entry point for
these STEM programs of study. Today, almost all students need a deeper
understanding of basic mathematics and how to apply it in unfamiliar settings. They
April 2, 2014
Page 10 of 14
also need sufficient knowledge of statistics and data analysis to make sense of and
to manage the inescapable reality of uncertainty in both physical systems and
human affairs. Thus, many more students need to study mathematics, especially in
courses that teach them how to use mathematics to make sense of the world
around them, to prepare them for responsible citizenship, and to prepare them for
success in an increasing diversity of majors.”
—University System of Georgia Mathematics Task Force,
University System of Georgia: Transforming College Mathematics, pp. 3, 5.
http://www.utdanacenter.org/wpcontent/uploads/USG_Transforming_Remediation_Mathematics_Final_Report.pdf
The Ohio Higher Education Mathematics Steering Committee is charged with developing
mathematics pathways and will release a final report in Spring 2014. More information
about recommendations for prerequisites is provided below.
—University System of Ohio Boards of Regents, “Rethinking Postsecondary Mathematics”
https://ohiohighered.org/sites/ohiohighered.org/files/uploads/math/Math-FINAL.pdf
Complete College America identifies aligned mathematics as a best practice among
“game changer” colleges. They argue:
“College algebra has one purpose: calculus. For many students, algebra is a serious
obstacle to college success. Instead, we should use statistics and quantitative
literacy, which better align with most non-STEM programs of study.”
—Complete College America,
“The Game Changers: Guided Pathways to Success”
http://www.completecollege.org/gameChangers.html
(2) Align prerequisite developmental courses to
college-level mathematics courses
Mathematics Professional Associations
The American Mathematical Association of Two-Year Colleges (AMATYC) issued a position
statement supporting differentiated prerequisites for developmental pathways, resolving:
•
“The prerequisites of a mathematics course should be those appropriate to providing
a foundation for student success in that course;
•
The course description and learning outcomes of a mathematics course determine
the prerequisite level of mathematical literacy, skills, and knowledge necessary for
successful completion of the course;
April 2, 2014
Page 11 of 14
•
The content in intermediate algebra courses is generally required to master the
content of algebra-based STEM courses; and,
•
The content of an intermediate algebra course is not required to master the content
for most non-STEM college-level mathematics courses.”
—American Mathematical Association of Two-Year Colleges,
“AMATYC Position Statement on the Appropriate
Use of Intermediate Algebra as a Prerequisites Course, p. 2.
http://c.ymcdn.com/sites/www.amatyc.org/resource/resmgr/amatyc_in_anaheim/ama
tyc_position_paper_on_int.pdf
Texas Colleges and Universities
The University of Texas–Pan American is currently developing a pre-statistics developmental
course. As proposed, the course will prepare students for elementary statistics but not be
applicable towards degrees requiring college algebra.
—The University of Texas–Pan American, “Proposal for Probability and Statistics (Pre-Stats)”
The University of Houston–Downtown has different prerequisites and conditions for its
introductory math courses, College Algebra and College Mathematics for Liberal Arts.
College Algebra requires Intermediate Algebra proficiency, while College Mathematics for
Liberal Arts only requires Beginning Algebra. Page 186 of the University’s course catalog
outlines the distinction.
—University of Houston-Downtown, Undergraduate Catalog 2013/2014, p.186.
http://global.dt.uh.edu:8080/catalog/20132014/2013_2014_Undergraduate_UHD_Catalog.pdf
Other States and Systems
Colorado granted the Colorado Commission on Higher Education statutory authority to
establish developmental coursework criteria, differentiating mathematics pre-requisites by
field of study as necessary.
-Colorado Department of Higher Education,
Approved Policy, Part E: Statewide Remedial Education Policy
http://highered.colorado.gov/Publications/Policies/Current/i-parte.pdf
The task force chartered to study Colorado’s developmental education policy
recommended differentiated placement, concluding:
“Students are currently placed in remediation regardless of what field they plan to
study. More than half the students who need remedial courses need help in math.
April 2, 2014
Page 12 of 14
Yet many of these students have not chosen a major related to the math they are
being required to learn. This recommendation asks students to plan a course of study
based on their Individual academic aspirations. It also allows them to change their
minds at any point – if they do, they would need to meet the math required in their
new chosen field.”
—Colorado Commission on Higher Education,
“Changes to Colorado’s Remedial Education Policy
Proposed by the Remedial Education Policy Review Task Force”
http://highered.colorado.gov/Academics/Groups/RemedialReview/Meetings/Handouts/w
ebremedialsummary.pdf
The Ohio Higher Education Mathematics Steering Committee has made the following
recommendation and rationale for modifying prerequisite courses in mathematics. The
Committee released a final report in Spring 2014.
“Recommendation: Increase departmental flexibility in determining prerequisite
courses and credit hour requirements for OTM courses
Generally speaking, entry-level course prerequisites should be those that are
needed to provide a foundation for student success in that course. The course
description and learning outcomes of a mathematics course should, therefore,
identify the prerequisite level of mathematical literacy, skills and knowledge
necessary for successful completion of the course. We know, however, that the
content in Intermediate Algebra courses, for example, while generally required to
master the content of algebra-based STEM courses, is not required for most nonSTEM college-level mathematics courses. Consequently, there is a need to broaden
prerequisites for certain mathematics courses.”
—University System of Ohio Boards of Regents, “Rethinking Postsecondary Mathematics”
https://ohiohighered.org/sites/ohiohighered.org/files/uploads/math/Math-FINAL.pdf
Four California State University campuses (East Bay, Sacramento, San Francisco, San José)
are implementing the Carnegie Foundation for the Advancement of Teaching’s Statway™
accelerated statistics pathway (See below for more information about Statway).
—Carnegie Foundation for the Advancement of Teaching,
“Participating Statway™ Institutions”
http://www.carnegiefoundation.org/statway/participating-institutions
April 2, 2014
Page 13 of 14
(3) Provide institutions flexibility to innovate and implement accelerated
mathematics pathways that lead to improved student success
Professional Associations
LearningWorks, a California Community Colleges research organization, identifies a number
of successful pathways efforts underway in its Changing Equations report. Although
research is still ongoing, LearningWorks cites the early results as promising and capable of
producing “change more transformational than the incremental improvements yielded by
prior reforms.”
—Burdman, P. (2013). Changing Equations: How Community Colleges are Rethinking
College Readiness in Math. (pp. 17). Oakland, CA: LearningWorks.
http://www.learningworksca.org/wp-content/uploads/2013/10/LWBrief_ChangingEquations_WEB.pdf
Texas Colleges and Universities
Preliminary data from Fall 2013 of the New Mathways Project shows that students enrolled in
the NMP co-requisite courses (Foundations of Mathematical Reasoning and Frameworks for
Mathematics and Collegiate Learning) attained college readiness at a higher rate than did
previous (non-NMP) cohorts at those colleges implementing NMP. Of the students enrolled
in NMP, 65 percent completed the developmental portion of the pathway, and 55 percent
enrolled in the college-level course in one year. These rates triple or quadruple the success
rates of traditional developmental mathematics pathways at participating institutions.
Outcome
Results of NMP
TSI Complete
(successfully completed
developmental math)
Enrolled in College-Level
Math
65%
55%
Comparison Group
(Traditional Dev. Ed)
2 levels below- 20%
3 levels below - 26%
2 levels below - 9%
3 levels below - 12%
—The New Mathways Project, “Preliminary Report Fall 2013.”
(available upon request)
Austin Community College’s own developmental pathway course has also shown success.
Developing Mathematical Thinking offers students in non-STEM fields an alternative to
Intermediate Algebra. Students not only successfully complete (receiving a grade of C or
above) Developing Mathematical Thinking at a higher rate than Intermediate Algebra, but
those who complete Developing Mathematical Thinking succeed in Math 1332 at higher
rates than other students.
April 2, 2014
Page 14 of 14
Completion of developmental
math courses
Completion of college-level
math course
Developing
Mathematical
Thinking
Group
Int. Algebra
Comparison
Group
College Ready
Comparison
Group
77%
50%
N/A
84%
(Math 1332)
71.8%
(Math 1332)
69%
(Math 1332)
—Austin Community College Math Department
http://www.austincc.edu/mthdept2/0385/0385data_Apr2011.pdf
Other States and Systems
The Carnegie Foundation for the Advancement of Teaching is advancing two mathematics
pathways, Statway™ and Quantway™. (The original—version 1.0—releases of the
Statway™ and Quantway™ courses were created by The Charles A. Dana Center at The
University of Texas at Austin under sponsorship of the Carnegie Foundation for the
Advancement of Teaching, and are copyright © 2011 by the Carnegie Foundation for the
Advancement of Teaching and the Charles A. Dana Center at The University of Texas at
Austin. STATWAY™/Statway™ and Quantway™ are trademarks of the Carnegie Foundation
for the Advancement of Teaching.)
Carnegie’s Statway and Quantway courses offer differentiated developmental curriculum
for students in non-STEM fields. Both pathways have shown success at raising rates of
student completion with success (receiving a grade of C or above) while keeping students
on an accelerated timetable:
Program
Successful
Peer Group
Completion Rate
Completion Rate
Statway™
52%
15.1%
(After one year)
(After two years)
Quantway™
52%
20.6%
(After one semester) (After two semesters)
—Carnegie Foundation for the Advancement of Teaching,
Community College Pathways: 2012–2013 Descriptive Report, pp. 7–10.
http://www.carnegiefoundation.org/sites/default/files/pathways/CCP_Descriptive_Report_
Year_2.pdf
If you have any questions about this document, please contact Jenna Cullinane
(jenna.cullinane@austin.utexas.edu), higher education policy and strategy lead at The Charles A. Dana Center
at the University of Texas at Austin.