Developmental education has the mission of enabling underprepared students to acquire the capabilities necessary for college success. A growing number of research studies document its failure, however; specifically, approximately two thirds of community college students referred to a remedial mathematics sequence do not complete it. In response to these findings, The Carnegie Foundation for the Advancement of Teaching, with the Charles A. Dana Center as a principal design partner, is launching a comprehensive initiative to create two new pathways, the Statway and the Mathway, to enable developmental mathematics students to complete a credit-bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. The primary curricular goal of the Statway course sequence is to develop the mathematical proficiency of students pursuing non-STEM academic and occupational programs, with a special focus on statistical literacy. This paper describes the research-based Statway design and its intended learning outcomes, the processes and participants involved in its development, and the challenges of implementation. Appended are: (1) Statway Collaboratory Colleges; (2) Mathway Collaboratory Colleges; and (3) Members of the Carnegie Committee for Statistics Learning Outcomes (CCSLO). (Contains 4 figures and 3 footnotes.)