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Traditional developmental mathematics sequences are a major impediment for community college students who need to acquire college-level mathematics credit in order to attain their long-term academic goals. Each year, approximately 500,000 students fail to complete their developmental mathematics coursework, jeopardizing their ability to earn an associate degree or technical certification, and/or transfer to a four-year institution for further education. In response to this national crisis, the Carnegie Foundation for the Advancement of Teaching founded the Carnegie Math Pathways. The Pathways include Statway® and Quantway®, two alternative courses that accelerate students' progress to and through college-level mathematics. Since launching in 2011, the Pathways have served over 27,000 students and consistently demonstrated significantly higher success rates than the traditional course sequence. In 2016-2017, Pathways success rates increased further, even as the program served nearly five times as many students as in its first year. This report provides descriptive statistics for 2016-2017 student outcomes as well as insights into potential areas for improvement, based on data from the Pathways' sixth year of implementation.

Since 2011, Statway®, an alternative pathway to completing college-level developmental mathematics, has evolved from a two-semester sequence into a single-semester course. As of the 2016-2017 academic year, five institutions have offered an accelerated one-term version of Statway. This paper describes why these colleges chose to implement accelerated Statway, the barriers to success they faced, and the benefits for implementing colleges. Accelerated Statway offers a rich illustration of how colleges have addressed their local needs by making adaptations to the successful program while maintaining the design integrity of the program as it was originally conceived.

Statway® is an accelerated developmental mathematics intervention program for college students who are not yet prepared to succeed in a college-level math course. The Carnegie Foundation for the Advancement of Teaching created the initiative to increase student success rates in developmental mathematics and subsequent credit-bearing, college-level mathematics. Statway differs from traditional developmental mathematics sequences in that it allows students to complete both their developmental and college-level mathematics requirements in a single pathway over the course of one academic year. A previous study (Yamada & Bryk, 2016) found that students--across all sex and race/ethnic groups--who enrolled in Statway, had higher rates of completion for both developmental and college-level math compared to carefully matched students in traditional developmental math programs. Statway provides a multifaceted approach to addressing challenges that impede student success through psychosocial and academic supports, as well as lessons based on examples relevant to students' lives. The course is structured so the same cohort of students is enrolled in a consecutive twoterm sequence with the same faculty instructor, students work collaboratively, and instructors learn and apply new and more interactive teaching methods. Faculty also receive professional development and support through a networked improvement community (NIC) that connects them with other practitioners, administrators, and researchers from diverse institutions across the nation. We assessed the effectiveness of the program in its third and fourth years by utilizing a multilevel modeling approach with propensity score matching to compare Statway student outcomes with their counterparts in traditional developmental mathematics programs. We found that in comparison to traditional developmental mathematics students, Statway students had a significantly higher likelihood of successfully attaining college-level mathematics credit--even when comparison group students were allowed twice the amount of time to achieve the same outcome. These results are consistent across all sex and race/ethnic subgroups, as well as in almost all participating classrooms and institutions. Additionally, in replicating earlier findings from the first two years of the program, the results suggest that Statway continues to advance equitable outcomes even as it scales to greater numbers of students in an increasing number of institutions. This report also suggests potential areas for future investigation and research. This report provides an important sequel to the Carnegie Foundation's previous assessment of the effectiveness of the first two years of Statway®, a mathematics program designed to expedite the process by which students may fulfill their developmental requirements and earn college mathematics credit. Employing a multilevel modeling technique with propensity score matching, the previous peer-reviewed study found that Statway considerably improved college mathematics success rates among students from the 2011 and 2012 cohorts (Yamada & Bryk, 2016). Since then, Statway has continued to scale within current institutions and spread to new ones, nearly doubling its enrollment and expanding its geographic reach to three new states, and expanding in total four-fold since it began five years ago (Huang, Hoang, Yesilyurt, & Thorn, 2016). Scaling innovations in education is notoriously difficult (Cannata & Nguyen, 2015). Thus, the current study, which focuses on the third and fourth years of Statway's implementation, seeks to further substantiate Statway as an evidence-based initiative by replicating results from the previous analysis. To better inform our efforts to address challenges in scaling Statway, the study also examines variation in performance across instructors and institutions.

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways courses, Statway® and Quantway®, that provide post-secondary students with an accelerated method to complete developmental mathematics sequences and attain college-level math credit. Since its launch in classrooms at 29 colleges in 2011, Statway and Quantway have served over 20,000 students. In 2015-2016, the Pathways had achieved remarkable results even while serving over four times as many students as in its initial year. Student success rates in Statway, Quantway 1, and Quantway 2 reached 50%, 64%, and 67% respectively. New impact studies also show that Pathways students have higher completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges. This report provides descriptive statistics on the 2015-2016 student outcomes, as well as insights into potential areas for improvement based on data from the Pathways' fifth year of implementation.

The Community College Pathways initiative is composed of two pathways, Statway® and Quantway® that provide post-secondary students with accelerated means to complete developmental mathematics sequences and attain college-level mathematics credit. Since its inception in 2011, the Pathways initiative has made tremendous strides toward reclaiming thousands of students' mathematical lives. In 2014-2015, the Pathways sustained the remarkable results seen in the Pathways' first three years of implementation, including successful course completion rates of approximately 50 percent for both Pathways. Notably, the program was able to achieve these outcomes while serving over three times as many students as in its first year. This report provides descriptive statistics on 2014-2015 student outcomes, as well as insights into potential areas for improvement based on data from the fourth year's Pathways implementation.