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

2 A Call for Change and Collaboration: Too Few Students Graduate from High School Prepared for College and Careers n 30% of first year students in postsecondary education are required to take remedial courses. n 40% - 45% of recent high school graduates report significant gaps in their skills, both in college and the workplace. n Faculty estimate 42% of first year students in credit- bearing courses are academically unprepared. n Employers estimate 45% of recent high school graduates lack skills to advance.

American Diploma Project n The American Diploma Project (ADP) was created to ensure all graduates leave high school ready for college and careers. n Early research by ADP sought to identify “must-have” knowledge and skills graduates will need to be successful in college and the workplace. n 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 n In Mathematics: l A rigorous four-year course sequence l Content* equivalent to a sequence that includes Algebra I and II, Geometry, and some Data Analysis & Statistics *can be taught via different pathways n In English: l Four courses l 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:

ADP Expectations Help Ensure High School Graduates are Prepared to Succeed n In English, the benchmarks cover: l Language l Communication l Writing l Research l Logic l Informational text l Media l Literature l Cross-cutting college/workplace tasks n In math, the benchmarks cover: l Number sense and numerical operations l Algebra l Geometry l Data interpretation, statistics and probability l Math reasoning skills l Cross-cutting college/workplace tasks

ADP Benchmarks: Necessary But Not Sufficient n What else is necessary to ensure rigorous and aligned mathematics instruction from K-12? l More guidance than cumulative “end-of-high school” benchmarks l Model standards that “backmap” from the ADP Benchmarks to include high school and middle school course options and elementary grade-level standards l Criteria and models for 4 th year capstone mathematics course options l Supply of aligned instructional tasks

8 Closing the Mathematics Expectations Gap Achieve and Dana Center Joint Web Site and Tools

9 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  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

10 Tools on the Achieve/Dana Center Web Site: Benchmark 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

11 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

12

13

14

15

16

17

18

19

20

21

22

23 Closing the Mathematics Expectations Gap Workforce Brochures, White Paper and Advocacy Kit

24

25

26

27

28

29

30

31 For more information on Achieve, please visit Achieve, Inc., on the Web at To visit the joint Achieve/Dana Center website, please visit Contact Achieve: Kaye Forgione More Information

32 A Closer Look at Components Developed by the Dana Center n Instructional Tasks n Capstone Course n Practices Worthy of Attention

33 Questions to Guide Discussion n Will the tools on the joint Achieve/Dana Center Web site be useful to you in your district? n Which of the tools will be most helpful? n How do you envision being able to use these tools? n How could these tools be made more useful for you? n Are there other types of tools that you need?