Transition Math Project转变数学的项目.pptVIP

* * * Talking points: This study shows the correlation between the number of years of H.S. math and its link to developmental math, continuation in college the next year and first semester GPA. Really emphasize that the “four years” means successfully completing a range of courses. Some students may take four years of high school math, but may only complete the equivalent of one or two years. Also, make sure to emphasize that students may not have successfully completed four years of high school mathematics, but that doesn’t mean they couldn’t or shouldn’t go to college. Many successful college students start out in developmental mathematics. * Talking Points: Finishing a course beyond the level of Algebra II more than doubles the odds that a student who enters postsecondary education will complete a bachelors degree * Note regarding the above chart: The index has five levels—from not/least ready, through minimally ready, somewhat ready, more ready and most ready. The lighter colors are measures from school quality indeces. /documents/College%20Readiness%20-%202005-3.pdf Talking points: This chart shows the link between the highest math course taken in high school and college readiness. (It is also broken down by TQI – an indicator of school quality.) Regardless, it shows that the higher the math course taken the higher likelihood of college readiness. Many students will not take Calculus in high school. Emphasize that there are other rigorous courses students can take as seniors. * * * * Talking Points: This graph shows scores of students from 1999, 2000 and 2001 who took WASL and College placement test same year Washington State Community and Technical Colleges. (These students were primarily Running Start students, so they should be better than average.) Studies show that American high school seniors rank near the bottom in international tests of mathematics knowledge and more than a third rank below basic in the mathematics National Assessment of Ed