1. 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. 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.

3. 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.

4. ADP Network: 33 States Committed to Improving Student Preparation

5. 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:

6. 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

7. 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. 8 Closing the Mathematics Expectations Gap Achieve and Dana Center Joint Web Site and Tools www.utdanacenter.org/k12mathbenchmarks

9. 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. 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. 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

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23. 23 Closing the Mathematics Expectations Gap Workforce Brochures, White Paper and Advocacy Kit www.achieve.org/mathatwork

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31. 31 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 kforgione@achieve.org More Information

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

33. 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?