Carnegie Math Pathways

For years, the traditional developmental and gateway math sequence has stopped half a million college students a year from advancing academically—creating a gatekeeper to college success and completion, particularly harmful to Black, Brown, and Indigenous students and low-income students.  

Purpose

Since its founding, Carnegie Math Pathways has aimed to create a more equitable system that engages students in math relevant to their lives and academic goals and makes math a gateway to college completion for all students. 

In addition to recently expanding access to its proven math pathways course solutions by launching Quantway and Statway as open educational resources (OERs), Carnegie Math Pathways is invested in ongoing research and partnerships to impact mathematics teaching and learning, ultimately driving sustainable and equitable change. 

Audiences Served

Carnegie Math Pathways has worked collaboratively with postsecondary educators and leaders to transform teaching practice and create institutional math pathways using Quantway and Statway. Together, these reforms have helped tens of thousands of college students thrive and avoid painful cycles of remediation as they advance toward their college completion goals.

Project Activities

Carnegie Math Pathways is dedicated to understanding and transforming the postsecondary student learning experience in mathematics. Working with educators and leaders in colleges and universities across the country and abroad, Carnegie Math Pathways’ research covers a variety of areas including uplifting and empowering students and communities through contextualized, culturally responsive learning; improving early student preparation for success in college; identifying and sharing impactful leadership practices that support transformational and lasting reforms; and supporting equitable and sustainable reform implementation.

Project Director

Ann R. Edwards

Ann R. Edwards is Senior Director of Mathematics Education. She is a nationally recognized leader in mathematics education with over 30 years of experience in research and development in mathematics learning, instructional practice, teacher learning, curriculum development, and policy.

Funder

This project has been supported by the William and Flora Hewlett Foundation, the Bill and Melinda Gates Foundation, the Lumina Foundation, the Kresge Foundation, the Carnegie Corporation of New York, Ascendium Education Group, the ECMC Foundation, the National Science Foundation’s grant DUE-1322844 and grant DUE-1820830, and the Institute of Education Sciences’ grant R305A200256, in cooperation with the Carnegie Foundation for the Advancement of Teaching and WestEd.

Project Duration

Ongoing