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Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders

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Bibliographic Details
Title: Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders
Language: English
Authors: Xiaodan Hu (ORCID 0000-0002-8648-0601), Benjamin Cre
Source: Innovative Higher Education. 2025 50(4):1089-1113.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Secondary Education
High Schools
Descriptors: Community Colleges, College Readiness, Transitional Programs, College Mathematics, College Preparation, Mathematics Education, High School Students, Partnerships in Education, Universities, Program Design, Program Implementation, Program Improvement, Mathematics Achievement, College Enrollment, Equal Education, Developmental Studies Programs
Geographic Terms: Illinois
DOI: 10.1007/s10755-024-09773-x
ISSN: 0742-5627
1573-1758
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480456
Database: ERIC
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Description
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.
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-024-09773-x