30% of first year students in postsecondary education are required to take remedial courses.
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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
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A Call for Change and Collaboration: Too Few A Call for Change and Collaboration: Too Few Students Graduate from High School Prepared Students Graduate from High School Prepared
for College and Careersfor College and Careers
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 credit-bearing courses are academically unprepared.
Employers estimate 45% of recent high school graduates lack skills to advance.
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American Diploma ProjectAmerican Diploma Project
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.
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ADP Network: 33 States Committed ADP Network: 33 States Committed to Improving Student Preparationto Improving Student Preparation
ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
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The ADP Benchmarks: The ADP Benchmarks: Challenging Content for All Challenging Content for All
StudentsStudents
In Mathematics: 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: 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
To cover the content in the ADP benchmarks, high school graduates need:
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ADP Expectations Help Ensure ADP Expectations Help Ensure High School Graduates are High School Graduates are
Prepared to SucceedPrepared to Succeed In English, the benchmarks
cover: Language Communication Writing Research Logic Informational text Media Literature Cross-cutting college/workplace
tasks
In math, the benchmarks cover: Number sense and numerical
operations Algebra Geometry Data interpretation, statistics and
probability Math reasoning skills Cross-cutting
college/workplace tasks
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ADP Benchmarks: Necessary But ADP Benchmarks: Necessary But Not SufficientNot Sufficient
What else is necessary to ensure rigorous and aligned mathematics instruction from K-12? 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
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Closing the Mathematics Closing the Mathematics Expectations GapExpectations Gap
Achieve and Dana Center Joint Web Site and Tools
www.utdanacenter.org/k12mathbenchmarks
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Tools on the Achieve/Dana Center Tools on the Achieve/Dana Center Web Site: Web Site:
“Backmapped” Benchmarks“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
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 Tools on the Achieve/Dana Center Web Site: Site:
Benchmark Support ToolsBenchmark Support Tools
Joint Achieve/Dana Center Web site includes: Secondary-level sample tasks
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 Tools on the Achieve/Dana Center Web Site: Site:
Supporting ResourcesSupporting 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 Closing the Mathematics Expectations GapExpectations Gap
Workforce Brochures, White Paperand Advocacy Kit
www.achieve.org/mathatwork
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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 visithttp://www.utdanacenter.org/k12mathbenchmarks
Contact Achieve: Kaye [email protected]
More InformationMore Information
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A Closer Look at Components A Closer Look at Components Developed by the Dana CenterDeveloped by the Dana Center
Instructional Tasks
Capstone Course
Practices Worthy of Attention
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Questions to Guide DiscussionQuestions to Guide Discussion
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?