Crystal Abba Vice Chancellor for Academic and Student Affairs Nevada System of Higher Education MATH PATHWAYS Sarah Ancel Associate Commissioner for Policy Indiana Commission for Higher Education Ricardo Moena Associate Professor of Mathematics University of Cincinnati Rebecca Watts Associate Vice Chancellor for P-16 Initiatives Ohio Board of Regents

Nevada’s Policy Established Based on Math Task Force Recommendation  Degree-seeking students that place below college level, but are at least high school ready, must be placed on a pathway for gateway course completion (English and mathematics) within the first year of enrollment Exception for students in a STEM program – placement into a three-semester sequence culminating in the gateway college algebra course  All degree-seeking students must be continuously enrolled in the appropriate mathematics and English courses until the institutional core curriculum mathematics and English requirements are completed.  Pathways are not applicable to students who place below the high school level 2 Shifting Focus from Cut Scores for Placement to Gateway Course Pathways

Strategies 1.Develop high-quality entry-level courses and pathways connected to coherent programs of study for students majoring in (a) mathematics, (b) other mathematics-intensive majors, (c) majors that are not mathematics- intensive. 2.Develop transfer policies and processes that foster effective transfer of course credits while encouraging course innovation on all public campuses. 3.Support constructive engagement of mathematics chairpersons and faculty within campus communities and across campuses to shape curricular policy, improve instruction and bolster student support and advising. 4.Develop high-quality measures for improving mathematics course offerings and instruction. Collect, analyze and share relevant data. 5.Improve student success in college-level mathematics courses by aligning postsecondary expectations and high school practice.

Meta-Major List with Recommended Gateway Math Couse