Background/Significance: College algebra traditionally serves as the default math requirement for community college students. Lattimore and Depenbrock (2017) reported that approximately two-thirds of community college enrollees are required to take this course, yet nearly 80% fail to complete it, making it "the single most failed course in community colleges." Furthermore, an algebra-centric curriculum has led to increased enrollment in developmental (or remedial) coursework. Among students who started at community colleges in 2011-12, more than half were placed in remedial math classes, but only 45% of them completed the math requirement, and less than one-third obtained an associate degree or higher after six years (Chen et al., 2016). Thus, low success rates in algebra-based coursework pose significant obstacles to college completion. What's even more troubling is that Black, Hispanic, and low-income students disproportionately bear the negative consequences of failing algebra and placement into remediation (Chen et al., 2016). In response, math pathway reform has emerged as a popular policy tool for improving college success. Implemented in at least 24 state college systems (Burdman et al., 2018), it provides students who are not interested in STEM majors with alternative pathways to meet their math requirements through courses like statistics or quantitative reasoning. Advocates of the reform argue that the traditional algebra pathway does not adequately develop quantitative skills for non-STEM fields. By offering diverse math options, the reform aims to transform math from a counterproductive sorting mechanism into a facilitator of further education. Meanwhile, some are concerned that eliminating the algebra requirement may deter students from pursuing STEM programs. Stereotype threats and math anxiety, which are more commonly faced by female, low-income, and racially minoritized students, can lead to suboptimal choices in math pathways (Purnell and Burdman, 2021; Ramirez, Shaw, and Maloney, 2018). This may perpetuate or even exacerbate the existing inequalities in STEM participation. Understanding the benefits and challenges of expanding math pathways is crucial for college persistence, major selection, and degree attainment outcomes. Research Questions: This project evaluates the Maryland Mathematics Reform Initiative, a collaborative effort between public four-year universities and two-year community colleges in Maryland, which has developed and implemented math pathways for students relevant to their chosen career path since 2015. Drawing on community college and university administrative data records from 2013 to 2021 from the entire state, we address the following research questions: (1) What are the effects of adopting a statistics pathway on gateway math completion and enrollment persistence, and how do such impacts vary by student gender, race/ethnicity, and socio-economic status?; and (2) What are the effects of adopting a statistics pathway on degree attainment (overall and in STEM majors), and how do such impacts vary by student gender, race/ethnicity, and socio-economic status? Data Sources and Context: We obtained student-unit records comprising approximately 900,000 students who started at a higher education institution under the governance of the University System of Maryland or Maryland Association of Community Colleges throughout the academic years spanning from 2013-14 to 2020-21. The dataset includes students' demographic information, high school grade point average (GPA), and pre-college standardized test scores, such as SAT and ACT, as well as college enrollment and transcripts, which have information on individual course names, credit hours, topic matter, course level (whether remedial or college-level), delivery method (including face-to-face, hybrid, or online formats), and course outcomes at the section level. We derived measures for completion of math requirements, type of math pathway (algebra vs. non-algebra), enrollment persistence, degree attainment, and major codes for degrees earned for each student. Methods: We adopted a difference-in-differences (DID) approach to estimate the causal effects of the math pathway reform, exploiting that the reform should affect only students in programs that eventually adopt a statistics pathway (mostly non-STEM programs). This model compares the outcomes of students entering statistics pathway programs before and after the reform, using students entering programs on the algebra pathway as a control group to adjust for any general time trends during the same period. Results from archive analysis of course catalogs for community colleges and universities in the state indicate that 12 public institutions launched math reform initiatives between 2016-17 and 2018-19 academic years. To account for variations in the timing of math pathway adoption, we further incorporated heterogeneity-robust DID and event study designs into our analyses (Callaway & Sant'Anna, 2021; Sun & Abraham, 2021). Preliminary Findings: Our descriptive analysis indicates a significant increase in the proportion of students opting for non-algebra math tracks following the reform: enrollment in statistics and quantitative reasoning courses at community colleges rose by approximately 15 percentage points, and by about 13 percentage points at four-year public institutions since 2016. Further, we examined the impact on the completion of remedial math requirements within the first year, using a model that accounts for college- and cohort-fixed effects. Our findings show that, since the introduction of non-algebra math pathways, the effect sizes on completion rates have varied between 13 and 25 percentage points across different academic years. Notably, the improvement in gateway math completion rates was largely attributed to the reform's introduction of concurrent (or corequisite) learning support for students in remediation.