Mathematics Curriculum Benchmarks/ Indicators of Progress

   We have established the following benchmarks to measure student progress in attaining math proficiency:

  1. By the end of sixth grade students should understand the relationships among numbers and number operations and understand how mathematics can be used to solve problems in the real world. In addition, they should be able to use concrete materials to represent algebraic equations.

  2. By the end of eighth grade, we envision that all students will have a solid understanding of ratio and proportion. In addition, we envision that all students will have had exposure to the Algebra I curriculum. For some, this will lead to mastery of the Algebra I curriculum in eighth grade. For other students, it will be an introduction that will prepare them to be ready for Algebra I in high school.

  3. By the end of tenth grade, we strive to have all students complete the study of Algebra 1 (or its IMP equivalent). By graduation, our goal is to see all students achieve proficiency with Algebra 1 and Geometry (or their IMP equivalents) which will prepare them to continue their education at the college level if they choose. We see these as ‘gatekeeper courses’ which are essential for students to master, whether for entering the work force or continuing their education. At the same time, we envision the majority of students taking four years of high school mathematics while some will complete the high school math offerings and further their study of mathematics by enrolling in math classes at one of the area colleges.

We need to regularly and consistently measure and monitor our performance as teachers, administrators, and other educational leaders in the Amherst community in helping our students meet the benchmark expectations listed above.  The following data will be analyzed on an annual basis in order to assess our success as professionals:

  1. MCAS mathematics performance data analysis both in the aggregate and by sub-group in grades four, six, eight, and ten.

  2. Number and percent of students completing algebra in grade eight and in grade nine.

  3. Number and percent of students completing calculus by the end of grade 12.

  4. Number and percent of students in honors courses in mathematics at the High School (also disaggregated by race, class, and gender).     

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