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Nearly two decades into the 'completion agenda' in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum.

The authors find that a relatively simple set of STEM momentum metrics, notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses, are reliable indicators of subsequent STEM transfer and bachelor's degree attainment. The study's findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor's degree attainment.

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This practitioner packet is designed to help community college leaders and staff who are considering guided pathways reforms at their college. Part one, 'What we know about guided pathways', describes the reform model and summarizes evidence supporting its design principles. Part two, 'Implementing guided pathways at Miami Dade College: a case study', describes how one college went about implementing guided pathways reforms. Part three, 'Implementing guided pathways: tips and tools', offers practical advice on how to get started on reforms following the guided pathways model. Also provided is an adoption template that colleges can use to help assess their progress toward adopting essential guided pathways practices at scale.

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