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Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders.

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Title: Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders.
Authors: Hu, Xiaodan1 xiaodanhu@smu.edu, Creed, Benjamin2 bcreed@niu.edu
Source: Innovative Higher Education. Aug2025, Vol. 50 Issue 4, p1089-1113. 25p.
Subject Terms: *Mathematics education (Higher), *Mathematics students, *Community college teachers, *College administrators, *Educational change
Abstract: In 2016, Illinois initiated a statewide transitional math program to support students to be academically ready in college-level math before graduating from high school. This qualitative study focuses on the perspective of community college faculty and administrators on the statewide implementation of transitional math programs. We find that a successful partnership between high schools and community colleges is perceived as key to designing, implementing, and improving transitional math programs to ensure effective teaching and learning. However, community college leaders perceived that it remains unclear how transitional math programs impact student success, college enrollment, and educational equity. We provided practical implications for both transitional math programs and the broader developmental education reform. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In 2016, Illinois initiated a statewide transitional math program to support students to be academically ready in college-level math before graduating from high school. This qualitative study focuses on the perspective of community college faculty and administrators on the statewide implementation of transitional math programs. We find that a successful partnership between high schools and community colleges is perceived as key to designing, implementing, and improving transitional math programs to ensure effective teaching and learning. However, community college leaders perceived that it remains unclear how transitional math programs impact student success, college enrollment, and educational equity. We provided practical implications for both transitional math programs and the broader developmental education reform. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10755-024-09773-x
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      – SubjectFull: Mathematics students
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      – SubjectFull: Community college teachers
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              Text: Aug2025
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