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Statistics Pathway

October 11 Kickoff Meeting for Statistics Learning Support

Evidence from the USG Getting to Know Our Students survey indicates that student success in math is closely linked to their perception that the math they are studying has purpose.  For students studygin a broad range of disciplines in the social sciences, health sciences, business and education, the most relevant area of mathematics may be statistics.  Indeed, statistical knowledge and understanding has become increasingly important for success in an ever increasing array of fields as the use of, and literacy in, data reshapes our way of viewing the world.  

To support this, the University System of Georgia invited institutions to prototype a Statistics Pathway for 2019-2020 that allows participating institutions to offer elementary statistics (MATH/STAT 1401) as an Area A math course.  

Institutions that join the prototype agree to:

  1. Establish clear statistics pathways on their campus.
  2. Offer Elementary Statistics (MATH/STAT 1401) without a prerequisite.
  3. Include Elementary Statistics as an Area A2 math as well as Area D.
  4. Identify a coordinator for the statistics pathway
  5. For institutions that admit students requiring Learning Support, develop and offer a Corequisite Learning Support course for statistics no later than Fall 2020.  Institutions will be asked to work with the University of Texas’ Dana Center on the development of this Learning Support course.
  6. Utilize the same placement criteria MATH/STAT 1401 as for MATH 1001/1101.
  7. Institutions must commit to identifying programs for which the statistics pathway may be appropriate, and must develop mathematics pathways and advising protocols for students in those programs. The statistics pathway is not appropriate for students in programs that will require them to take precalculus or calculus in the future.
  8. Prototype institutions must implement a strategy to address any issues with students satisfying Area D that are created by these pathways. For instance, institutions may wish to consider including a second statistics or research methods course for inclusion in Area D for the duration of the pilot. 
  9. In implementing this work, mathematics departments should engage departments that offer degrees in the social sciences, behavioral sciences, health professions and business to ensure that their pathways appropriately address the mathematical need in these fields.


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