The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students’ success. This grassroots effort involved collaboration among all 23 community colleges, over 200 mathematics faculty, and staff from career and technical support departments. Collaboration extended to the K–12 and university sectors, professional organizations, publishers, and foundations. VMPP goals focused on creating structured mathematics pathway courses for all program levels, implementing co-requisite opportunities for students, collaborating with K–12 and four-year institutions regarding mathematics readiness, developing multiple measures of placement, and improving Virginia’s placement instruments. While the decisions made throughout this project were informed by research, how Virginia’s organization, processes, stakeholder collaboration, and communication laid the foundation to successfully implement this comprehensive project at scale is the focus of this discussion.
Parker, P. (2019). The Grass Grows Green in Virginia: A grassroots effort leading to comprehensive change in removing mathematics barriers for students.. Inquiry: The Journal of the Virginia Community Colleges, 22 (2). Retrieved from https://commons.vccs.edu/inquiry/vol22/iss2/4