Regardless of major or career path, every student needs math skills to succeed.

However, only 49% of the Texas high school class of 2018 demonstrated college and career readiness in math, as measured by their performance on the Algebra II end-of-course exam.

Many of these students go on to enroll in developmental math courses in college, slowing their postsecondary momentum. Meanwhile, some institutions only offer their students one math course sequence, regardless of the specific math skills needed for the variety of career paths available to students.

Greater Texas Foundation supports scalable math education models designed to drive postsecondary completion by:

Supporting organizations that create and promote math pathways to and through postsecondary credentials

Supporting regional collective action to align mathematics pathways between school districts and postsecondary institutions

Supporting research on scalable math models

Using research to build the knowledge of partners, policymakers, and institutions

Are first year
seminars an effective
way to deliver
developmental math
education in college?

Forrest C. Lane looks at
this question in a series
of WHITE PAPERS.

We believe our efforts will increase the number of Texas students experiencing mathematics pathways that allow them to successfully prepare for and complete a postsecondary credential.