We’re working through the nitty gritty of implementation, which is messy and hard. I have realized that I want to provide the intensive help I give to my clients to as many schools in the state as I could. But it’s time and budget intensive to hire a consultant to come in and work with your staff and solve your specific problems.

Faculty can be the best resource and engine for change, or they can be incredibly difficult and the largest impediment to change. Because of the second possibility, some administrators are wary, even afraid, of faculty and will go to great lengths to avoid working with them if possible. Why is this?

Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students’ success. As a result, many in the field have called for reforms to developmental education to address these challenges.

When implemented fully, transitional math does not replicate a college developmental math class. Its goal to bridge the gap from the first three years of high school math to college readiness.

Each high school must implement a transitional math course in at least one of the available pathways (STEM, non-STEM, or technical math) using the required statewide policies and competencies.

There simply are no one-size-fits-all quick solutions to big problems. Transitional math isn’t a quick or easy fix, and it’s not for every student. But it definitely does solve a problem for many students

After 20 years in the classroom and over two years in a state leadership position, I decided to make the leap to running my own business full time.