1. Inside America’s Math Courses The Release of the Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study #NAEP

2. Agenda - Introduction, Peggy Carr - Results, Jack Buckley - Remarks, Freeman A. Hrabowski, III - Remarks, Dale Nowlin - Remarks, Linda P. Rosen - Question & Answer Session - Closing Remarks, Joan Ferrini- Mundy - Introduction, Peggy Carr - Results, Jack Buckley - Remarks, Freeman A. Hrabowski, III - Remarks, Dale Nowlin - Remarks, Linda P. Rosen - Question & Answer Session - Closing Remarks, Joan Ferrini- Mundy #NAEP

4. About the Mathematics Curriculum Study ■ Explores the content and challenge of high school algebra I and geometry courses ■ Conducted as part of the 2005 NAEP High School Transcript Study (HSTS)  17,800 graduates and their transcripts  550 high schools  Over 120 algebra I, geometry, and integrated mathematics textbooks 4 #NAEP

5. Study Methods 5 #NAEP

7. Algebra I Courses Focused on Introductory and Advanced Algebra NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. 7 #NAEP

8. Algebra I Courses Focused at Least 10% of Content on Elementary and Middle School Mathematics * Significantly different (p<.05) from rigorous. NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. 8 #NAEP

9. 9 Most Graduates, Regardless of Race/Ethnicity, Took an Intermediate Algebra I Course * Significantly different (p<.05) from White graduates. NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. #NAEP

10. More Graduates Received Rigorous Curriculum in Regular Algebra I Than Honors 10 * Significantly different (p<.05) from honors. NOTE: Details may not sum to total because of rounding and the use of integrated mathematics textbooks in non-integrated mathematics courses. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. #NAEP

12. Geometry Courses Mostly Cover Two-Dimensional and Advanced Geometry Topics NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. 12 #NAEP

13. Geometry Courses Focus at Least 11% of Content on Elementary and Middle School Mathematics * Significantly different (p<.05) from rigorous. NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. 13 #NAEP

14. Most Graduates Took an Intermediate Geometry Course 14 * Significantly different (p<.05) from White graduates. NOTE: Details may not sum to total because of rounding. Black includes African American, Hispanic includes Latino, and Asian/Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. #NAEP

15. More Than Half of Graduates Had an Intermediate Geometry Course, Regardless of Title 15 * Significantly different (p<.05) from honors. NOTE: Details may not sum to total because of rounding and the use of integrated mathematics textbooks in non-integrated mathematics courses. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. #NAEP

16. NAEP Performance #NAEP

17. 17 White Graduates Outperform Black and Hispanic Graduates on NAEP * Significantly different (p<.05) from corresponding White graduates. ** Significantly different (p<.05) from rigorous. NOTE: Average NAEP algebra scale scores are shown. Asian/Pacific Islander graduates are included in the calculation of average NAEP algebra scores for “All Graduates” but are not reported separately because sample size does not meet reporting standards across course levels. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. #NAEP

18. White Graduates Outscore Black and Hispanic Graduates, Regardless of Course Level * Significantly different (p<.05) from corresponding White graduates. ** Significantly different (p<.05) from rigorous. NOTE: Average NAEP geometry scale scores are shown. Asian/Pacific Islander graduates are included in the calculation of average NAEP geometry scores for “All Graduates” but are not reported separately because sample size does not meet reporting standards across course levels. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress, High School Transcript Study (HSTS), Mathematics Curriculum Study, 2005. 18 #NAEP

19. Summary ■ Algebra I and geometry courses focused mostly on core content  Regardless of a course’s rigor, at least 10% of content focused on elementary and middle school mathematics ■ Course titles rarely reflected content and challenge  18% of graduates who took an “honors” algebra I course received a rigorous curriculum  33% of graduates who took an “honors” geometry course received a rigorous curriculum ■ Racial/ethnic achievement gaps persist, regardless of course rigor 19 #NAEP

20. For More Information… 20 http://nces.ed.gov/nationsreportcard/hsts #NAEP

21. Freeman A. Hrabowski, III, Ph.D. President, University of Maryland, Baltimore County Chairman, President’s Advisory Commission of Educational Excellence for African Americans #NAEP

22. Dale Nowlin Teacher, Columbus North High School, Indiana, NAGB Member #NAEP

23. Linda P. Rosen, Ph. D. Chief Executive Officer, Change the Equation #NAEP

24. Inside America’s Math Courses The Release of the Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study #NAEP

25. Question & Answer Session #NAEP

26. Joan Ferrini-Mundy, Ph. D. Assistant Director, National Science Foundation’s Directorate for Education and Human Resources #NAEP

27. - Continue the discussion on Twitter using #NAEP - Visit http://nces.ed.gov/nationsreportcard - Follow us @NAEP_NCES - Journalists with additional questions, contact James Elias at 202-706-7416 or jelias@hagersharp.com Continue the Conversation! #NAEP

28. Inside America’s Math Courses The Release of the Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study #NAEP