Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in — let alone pass — an introductory college-level math course, but without those credits, they cannot graduate. To improve developmental students’ progress to and through college-level math, practitioners are trying various types of reforms, including math pathways, in which students take accelerated math course sequences aligned with their programs of study. This brief, published by the Center for the Analysis of Postsecondary Readiness, provides a preliminary look at the experimental results of one such model, the Dana Center Mathematics Pathways (DCMP), developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone. Full results from the study will be published in 2019.