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Evidence-Based Success Stories

Many university and community college systems are involved in pathways models using co-requisite instruction. Below are four systems that implemented co-requisite math instruction (with the subsequent increase in the percent of students successfully completing the first math courses). ​

• University of GA System (↑ 43%)
• WV Community and Technical Colleges System (↑ 48%)
• University of TN System (↑49%)
• CO Community College System (↑33%)

*Source:

Other Champions of Math Pathways

• Mathematical Association of America (MAA)
• National Council of Teachers of Mathematics (NCTM)
• American Mathematical Society (ASM)
• American Mathematical Association of Two-Year Colleges (AMATYC)
• UNC System Office
• NC Community College System (NCCCS)

Problems with the Current Model that Each Ä¢¹½¶ÌÊÓƵMath Pathway Addresses

Current mathematics courses are one of the biggest barriers to college graduation. This affects economic growth and prosperity at all levels—individual, state, and national.​ (SOURCE: Mathematical Association of America 2015 CUPM Curriculum Guide)

There can be a disconnect between math courses and careers.

Traditional entry-level math courses have focused on procedural fluency and abstract math with little input from partner disciplines or needs of majors.​

​Students don’t see relevance of abstract and theoretical math courses or the connections to real-world applications in their majors.​

​College algebra is a poor fit for many majors and career fields. ​

​Twenty-first century mathematical competencies also need to include modeling, problem-solving, data analysis, strategic reasoning, and conceptual understanding.

A Case for Math Pathways to Calculus at WCU

34% of students who take MATH 130: College Algebra at Ä¢¹½¶ÌÊÓƵfail it.  About 50% receive a D, F, or W which does not adequately prepare them to advance.

Less than 10% of students who take MATH 130 go on to take MATH 153: Calculus I. Some students leave STEM majors after having not done well in College Algebra.  Many students taking College Algebra do not need to take Calculus. ​

​Only 24% of students who take MATH 130 go on to take MATH 146: Precalculus. For the other 76%, College Algebra is a terminal course or they take more courses at another institution. College Algebra is not serving its primary purpose of preparing students to take Calculus. ​

Many students in Precalculus and Calculus are algebraically underprepared to succeed. This contributes to a 41% DFW rate in Calculus II.

Advising Students for Pathways

Professional Advisors and Academic Advisors are guided by the undergraduate student's major(s) required math course(s).  

Ä¢¹½¶ÌÊÓƵMATH PATHWAYS: DEGREE CLUSTERS
all undergraduate majors and minors and the required coursework to complete them