PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Corequisite remediation and math pathways in Oklahoma
Page: 338
We examine multiple data sources to assess the current progress of implementing corequisite remediation and multiple math pathways in the state of Oklahoma. We begin by analyzing trends in national reform efforts and contrasting them with the status of current challenges and efforts in Oklahoma. We then present preliminary data from pilot sections of a corequisite College Algebra course and a new math pathway for degrees that require significant quantitative literacy but do not require engineering calculus. Finally, we consider statewide data on student course- taking patterns, degree requirements, and existing institutional efforts that will inform upcoming state-level decisions on these reforms.