Transcript NCTM 2008 Algebra II - The Charles A. Dana Center

Changing High School Mathematics Across
State Lines: Collaborative Efforts to Redefine
the Mathematics We Teach and How We
Teach It
The Urban Mathematics Leadership Network
June 12, 2008
A Call for Change and Collaboration: Too Few
Students Graduate from High School Prepared
for College and Careers
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30% of first year students in postsecondary
education are required to take remedial courses.
40% - 45% of recent high school graduates report
significant gaps in their skills, both in college and
the workplace.
Faculty estimate 42% of first year students in creditbearing courses are academically unprepared.
Employers estimate 45% of recent high school
graduates lack skills to advance.
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American Diploma Project
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The American Diploma Project (ADP) was created to
ensure all graduates leave high school ready for college
and careers.
Early research by ADP sought to identify “must-have”
knowledge and skills graduates will need to be successful
in college and the workplace.
ADP found that ready for college and ready for career are
essentially the same.
ADP Network: 33 States Committed
to Improving Student Preparation
The ADP Benchmarks:
Challenging Content for All
Students
To cover the content in the ADP benchmarks, high school
graduates need:
 In Mathematics:
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A rigorous four-year course
sequence
Content* equivalent to a
sequence that includes
Algebra I and II, Geometry,
and some Data Analysis &
Statistics
*can be taught via different
pathways
 In English:
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Four courses
Content equivalent to four
years of grade-level English
or higher with a strong focus
on oral and written
communication skills and
considerable research and
analysis
ADP Expectations Help Ensure
High School Graduates are
Prepared to Succeed
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In English, the
benchmarks cover:
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Language
Communication
Writing
Research
Logic
Informational text
Media
Literature
Cross-cutting
college/workplace tasks
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In math, the
benchmarks cover:
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Number sense and
numerical operations
Algebra
Geometry
Data interpretation,
statistics and probability
Math reasoning skills
Cross-cutting
college/workplace tasks
ADP Benchmarks: Necessary But
Not Sufficient
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What else is necessary to ensure rigorous and
aligned mathematics instruction from K-12?
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More guidance than cumulative “end-of-high school”
benchmarks
Model standards that “backmap” from the ADP
Benchmarks to include high school and middle school
course options and elementary grade-level standards
Criteria and models for 4th year capstone mathematics
course options
Supply of aligned instructional tasks
Closing the Mathematics
Expectations Gap
Achieve and Dana Center
Joint Web Site and Tools
www.utdanacenter.org/k12mathbenchmarks
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Tools on the Achieve/Dana
Center Web Site:
“Backmapped” Benchmarks
Joint Achieve/Dana Center Web site includes:
 Link to ADP benchmarks on Achieve Web site
 Common core of “backmapped” secondary-level,
benchmarks (7-12), organized by strand and level
 Model Secondary Course Sequences
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Two model high school course sequences (traditional plus
and integrated) based on the common core
Two model middle school options (2-year course sequence
and 1 year advanced course)
Model K-6 benchmarks, organized by strand and
grade level
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Tools on the Achieve/Dana Center Web
Site:
Benchmark Support Tools
Joint Achieve/Dana Center Web site includes:
 Secondary-level sample tasks
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30 instructional/assessment tasks aligned with the
“backmapped” benchmarks
Link to workplace tasks on Achieve Web site
Content standards for the Achieve ADP Algebra II
End-of-Course Exam
Correlations for the secondary-level expectations
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Tools on the Achieve/Dana Center Web
Site:
Supporting Resources
Joint Achieve/Dana Center Web site includes:
 Criteria and models for fourth-year capstone courses
for students who have completed mathematics
through Algebra II, or the equivalent
 Practices Worthy of Attention (PWOA)
 Link to Mathematics at Work brochures on Achieve
Web site
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Closing the Mathematics
Expectations Gap
Workforce Brochures, White Paper
and Advocacy Kit
www.achieve.org/mathatwork
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More Information
For more information on Achieve,
please visit Achieve, Inc., on the Web at
http://www.achieve.org
To visit the joint Achieve/Dana Center website, please visit
http://www.utdanacenter.org/k12mathbenchmarks
Contact Achieve: Kaye Forgione
[email protected]
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A Closer Look at Components
Developed by the Dana Center
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Instructional Tasks
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Capstone Course
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Practices Worthy of Attention
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Questions to Guide Discussion
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Will the tools on the joint Achieve/Dana Center
Web site be useful to you in your district?
Which of the tools will be most helpful?
How do you envision being able to use these
tools?
How could these tools be made more useful for
you?
Are there other types of tools that you need?
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