This math completion challenge is not new to higher education and stems largely from a general misconception that college algebra is the only means of satisfying the core math requirement. Far too often, colleges and universities require students to complete a college-level algebra course regardless of the student’s field of study, university transfer requirements or intended career. 
For students who are traditionally underserved or never attempted or mastered algebra in high school, as well as working adults who are returning to college, it can be more challenging to be successful in college algebra. Traditionally, many of these students are placed in developmental math sequences and can take several semesters to complete before they are eligible to enroll in a college algebra course. Some students at Northwest Vista College have taken as many as four developmental math courses before they could enroll in algebra. Yet, a majority of graduates will never need to use algebra equations in their careers if they are not pursuing STEM fields such as science, technology, engineering and math. For these students, a statistics course or college-level math for non-STEM majors may be more appropriate and provide a shorter pathway to college math completion.    

Creating Alternative Math Sequences
For ten years, Northwest Vista College math faculty worked diligently to create shorter developmental math sequences for students. To fast-track the transition to college-level coursework, math faculty created shorter and lower risk math courses to help students obtain the needed math skills to be placed subsequently in college algebra. At the same time, academic advisors worked to ensure students’ appropriate placement into developmental course sequences. All of these high-impact practices were years in the making in the academic and advising areas throughout the college. Yet we were not producing the needed results. Students were still not finishing their math requirement and were not graduating at the projected rate. 

Developing a College-wide Approach
Three years ago, it became apparent that although everyone was working toward the same goal, we lacked a systemic approach. We needed a college-wide Mathematics Pathways model that aligned and streamlined all college systems including enrollment, advising and math placement. Student math advisement became iterative and owned by multiple areas of the college including new student orientation, beginning of course advising, first year experience, math advocacy center, end of course advising, faculty advising, support for veterans and several others.
The next step was to create five pathways for student math success. Each path focuses on students’ specific degree goals. Two of the pathways do not require an algebra foundation and are intended for students who pursue liberal arts, criminal justice or statistics. Three other pathways are algebra-based and fit directly into careers for business, teaching, nursing and STEM. Distribution of students into the appropriate math paths increases math core completion rates and graduation rates. It’s a win-win for all students: those pursuing non-STEM fields and those in STEM careers who are now presented with more rigorous math paths.
The new Mathematics Pathway model also needed leadership support, funding and staffing to fully achieve and sustain accountability results. The college’s leadership team recognized the risks associated with improper math placement and the need for college-wide collaboration to achieve full population of math paths. Several initiatives were created to support the new model including successful application for a federal grant, some reorganization and creation of new positions.
The main focus of the new model, known as Project Math Paths (PMP), is to ensure that math ceases to be the greatest barrier to degree completion. As part of this effort, math faculty created a college-specific game tool – “Math Paths Wildcat Edition” – to help students understand the college’s math pathways and how those fit into the students’ chosen programs of study.

Reaping Double-digit Results
Two years after the implementation of PMP, Northwest Vista College has experienced a 71 percent increase in the number of students who complete their math requirement.  More students now have a greater chance of core math completion and success. 
We have also seen a direct correlation between math success and degree attainment. The three-year graduation rate for full-time students grew from 11.1 percent for the 2010 cohort to 29 percent for the 2014 cohort. This more than double-digit increase is a testament to the importance of cross college collaboration and commitment to student success. 

Achieving National Recognition
The Northwest Vista College Project Math Paths aligns with the nationally-recognized Charles A. Dana Center’s Mathematics Pathways model at the University of Texas Austin, which promotes innovative practices in mathematics pathways: advising and student engagement. The Dana Center has recognized our college’s Mathematics and Engineering Departments for implementing “best practices.” The Dana Center has further nominated Northwest Vista College for the prestigious national Bellwether Award, which recognizes outstanding and innovative community college programs and practices. Northwest Vista College was selected from a group of 230 colleges and recognized by the Bellwether Award judging team to the top 10 list of finalists in the Instructional Programs & Services category.  

Looking Toward the Future
Over the past two years, the college-wide collaboration through Project Math Paths has generated much success, yet our work is not done. Recent changes in Texas legislation (House Bill 2223) require community colleges to create co-requisite courses where students needing developmental classes would concurrently enroll in a college-level course. By fall 2018, Texas community colleges will be required to have 25 percent of developmental math students enrolled in a co-requisite. The number goes up to 50 percent by fall 2019 and up to 75 percent by fall 2020. The good news is that our college has already reached the fall 2018 target. 
Our next big challenge is to continue serving the needs of our students while meeting the second tier of state requirements. Chasing a moving target is never easy and will require even more cross-college collaboration as well as innovation. Our past success should provide the needed momentum to reach this challenge head on and to further strengthen creating opportunities for student success.  
Dr. Ric Neal Baser is the president of Alamo Colleges District - Northwest Vista College, located in San Antonio, Texas. He has 38 years of experience in higher education administration, teaching and research. 
NVC opened in 1995 with 12 students and current enrollment exceeds 18,000 students pursuing associate degrees, certificates and marketable skills achievement awards. To learn more about Northwest Vista College, visit alamo.edu/nvc. •