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Policy Analysis for California Education

Part 1 of a 3-part report series based on interviews and extensive reviews of literature and documentation from U.S. high schools and collegiate math curricula dating back to the mid-1990s. This 1st report examines the history, drivers, and evolution to differentiated pathways.

Part 1 of a 3-part report series based on interviews and extensive reviews of literature and documentation from U.S. high schools and collegiate math curricula dating back to the mid-1990s. This 1st report examines the history, drivers, and evolution to differentiated pathways.

Level:

State

Process Stage:

Getting Started

Role:

Policy

Policy Analysis for California Education

The 3rd report of a 3-part series analyzes more specifically how college and university policies for placing students in remedial math courses creates additional barriers for students in completing a degree and/or transferring to a four-year university.

The 3rd report of a 3-part series analyzes more specifically how college and university policies for placing students in remedial math courses creates additional barriers for students in completing a degree and/or transferring to a four-year university.

Level:

State

Process Stage:

Getting Started, Planning

Role:

Policy, Institutional Leadership

Carnegie Foundation for the Advancement of Teaching

This report provides descriptive statistics on 2012-2013 student outcomes as well as insights into the challenges and improvements in the second year's implementation of the Community College Pathways (CCP) program. The information presented in the report fuels the growing body of evidence for the CCP program's ability to reliably generate positive results at scale.

This report provides descriptive statistics on 2012-2013 student outcomes as well as insights into the challenges and improvements in the second year's implementation of the Community College Pathways (CCP) program. The information presented in the report fuels the growing body of evidence for the CCP program's ability to reliably generate positive results at scale.

Level:

Institution, Classroom

Process Stage:

Getting Started, Planning

Role:

Institutional Leadership, Math Department

The California Acceleration Project

A report on the 2011-2012 implementation of the California Acceleration Project (CAP) in sixteen colleges within the California Community College System. This report provides an evaluation of the work on the English and math pathways, a look into variation of institutional implementation, explores acceleration facets, such as placement and evidence that acceleration reduces the achievement gap for students of all backgrounds.

A report on the 2011-2012 implementation of the California Acceleration Project (CAP) in sixteen colleges within the California Community College System. This report provides an evaluation of the work on the English and math pathways, a look into variation of institutional implementation, explores acceleration facets, such as placement and evidence that acceleration reduces the achievement gap for students of all backgrounds.

Level:

Institution, Classroom

Process Stage:

Planning, Implementing

Role:

Institutional Leadership, Math Department

Pamela Burdman/LearningWorks

This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.

This report examines how colleges and college systems across the United States are changing their structural approach to developmental math, including these systems strategies, outcomes and future implications.

Level:

Institution

Process Stage:

Planning, Implementing

Role:

Institutional Leadership, Math Department

Joseph Epstein/American Mathematical Society

The Calculus Concept Inventory (CCI) was developed by Epstein and a panel of experts to assess students' understanding of differential calculus concepts. The test is intended to be given as a pre-test at the beginning of a first semester calculus course and, again, as a post-test at the end of the course. This article examines CCI development and validation as a concept inventory to examine teaching methodology and curricula issues that prevail for undergraduate mathematics.

The Calculus Concept Inventory (CCI) was developed by Epstein and a panel of experts to assess students' understanding of differential calculus concepts. The test is intended to be given as a pre-test at the beginning of a first semester calculus course and, again, as a post-test at the end of the course. This article examines CCI development and validation as a concept inventory to examine teaching methodology and curricula issues that prevail for undergraduate mathematics.

Level:

Classroom

Process Stage:

Implementing

Role:

Math Department

Common Core State Standards Initiative

This website resource identifies K-12 common core standards in mathematics with direct links to grade-level standards, state-level standards, and additional resources for educators.

This website resource identifies K-12 common core standards in mathematics with direct links to grade-level standards, state-level standards, and additional resources for educators.

Level:

Classroom

Process Stage:

Implementing

Role:

Math Department

Conference Board of the Mathematical Sciences

This report updates recommendations outlined in "Mathematical Education of Teachers I" for mathematical preparation of teachers at all grade levels: elementary, middle, and high school; addresses the professional development of teachers of mathematics; and discusses the mathematical needs of teachers with special responsibilities such as elementary mathematics specialists and special education teachers.

This report updates recommendations outlined in "Mathematical Education of Teachers I" for mathematical preparation of teachers at all grade levels: elementary, middle, and high school; addresses the professional development of teachers of mathematics; and discusses the mathematical needs of teachers with special responsibilities such as elementary mathematics specialists and special education teachers.

Level:

State, Institution

Role:

Policy, Math Department

The Mathematical Association of America

MAA's Committee on the Undergraduate Program in Mathematics (CUPM) issued this guide to build upon prior years' Guides recommendations with particular emphasis on the entire college-level mathematics curriculum for all students. CUPM 2004 is based on six fundamental recommendations for math departments, programs, and all courses in the mathematical sciences.

MAA's Committee on the Undergraduate Program in Mathematics (CUPM) issued this guide to build upon prior years' Guides recommendations with particular emphasis on the entire college-level mathematics curriculum for all students. CUPM 2004 is based on six fundamental recommendations for math departments, programs, and all courses in the mathematical sciences.

Level:

Institution, Classroom

Process Stage:

Planning, Implementing

Role:

Institutional Leadership, Math Department

DOWNLOADABLE FILE(S)

This tool outlines a general process for developing advising resources and includes models that illustrate key characteristics for effective communication.

Level:

Institution

Process Stage:

Implementing

Role:

Institutional Leadership, Advisors and Coordinators