Over the past decade, numerous new policies have transformed the content and delivery of undergraduate mathematics courses. Research has linked policies such as multiple measures placement, corequisite courses, and math choices aligned with students’ majors to improved success rates at both two- and four-year universities. Less is understood about how math influences the transitions of students who transfer from community colleges to four-year universities. In this session, researchers shared national and state-level perspectives on this subject and directions for future research.
