If you are wanting to compare the CC scope for Alg 2 to other Alg 2 programs see pages 36-43 in the following link: http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf They wrote them for a variety of possible pathways, thus the 146 pages. I would agree with you in part on the correlation and causation.

See also: " Research consistently finds that taking mathematics above the Algebra II level highly corresponds to many measures of student success. In his groundbreaking report Answers in the Toolbox, Clifford Adelman found that the strongest predictor of postsecondary success is the highest level of mathematics completed (Executive Summary). ACT has found that taking more mathematics courses correlates with greater success on their college entrance examination. Of students taking (Algebra I, Geometry and Algebra II and no other mathematics courses), only thirteen percent of those students met the benchmark for readiness for college algebra. One additional mathematics course greatly increased the likelihood that a student would reach that benchmark, and three-fourths of students taking Calculus met the benchmark (ACTb 13)." http://www.corestand..._Appendix_A.pdf

Part of the issue you are encountering with the math standards is explained here: " The high school portion of the Standards for Mathematical Content specifies the mathematics all students should study for college and career readiness. These standards do not mandate the sequence of high school courses. However, the organization of high school courses is a critical component to implementation of the standards. To that end, sample high school pathways for mathematics – in both a traditional course sequence (Algebra I, Geometry, and Algebra II) as well as an integrated course sequence (Mathematics 1, Mathematics 2, Mathematics 3) – will be made available shortly after the release of the final Common Core State Standards. It is expected that additional model pathways based on these standards will become available as well. The standards themselves do not dictate curriculum, pedagogy, or delivery of content. In particular, states may handle the transition to high school in different ways. For example, many students in the U.S. today take Algebra I in the 8th grade, and in some states this is a requirement. The K-7 standards contain the prerequisites to prepare students for Algebra I by 8th grade, and the standards are designed to permit states to continue existing policies concerning Algebra I in 8th grade. A second major transition is the transition from high school to post-secondary education for college and careers. The evidence concerning college and career readiness shows clearly that the knowledge, skills, and practices important for readiness include a great deal of mathematics prior to the boundary defined by (+) symbols in these standards. Indeed, some of the highest priority content for college and career readiness comes from Grades 6-8. This body of material includes powerfully useful proficiencies such as applying ratio reasoning in real-world and mathematical problems, computing fluently with positive and negative fractions and decimals, and solving real-world and mathematical problems involving angle measure, area, surface area, and volume. Because important standards for college and career readiness are distributed across grades and courses, systems for evaluating college and career readiness should reach as far back in the standards as Grades 6-8. It is important to note as well that cut scores or other information generated by assessment systems for college and career readiness should be developed in collaboration with representatives from higher education and workforce development programs, and should be validated by subsequent performance of students in college and the workforce. " In other words, a scope and sequence is not being detailed, level by level. The College and Career Ready language is an ACT thing.

I would have an in-home well stocked salad bar for lunch everyday. Fresh baked rye bread (or pump) delivered every other day. Krispy Kreme hot fresh donuts delivered once a week. Great green tea brewed twice a day, served on ice with a splash of acai berry. A heavy traditional breakfast daily (but subsitute great bagels for biscuits/toast). And uhm....anything dinner wise that someone else is cooking, preferably on the lighter side. Chocolate on demand.

The working world does not value different aptitudes equally. The value of a person's labor is largely determined by supply and demand. If you are a hairdresser in an area with a abundant supply of hairdressers, you will need a way to distinguish yourself in order to insure income stability and shield against downward wage pressures. Being a hairdresser who is able to speak the language of a significant minority of the area's population, may well be that distinction. The plumber who also reads architectual renderings is going to have far more options than one who does not. The butcher with an understanding of human digestion and animal anatomy is able to offer his/her customers far more than a well cut piece of meat. To the extent that a broad array of basic skills/content in various disciplines prepares students to understand how they may add value to their aptitude based skill, high school with some basic offerings from each discipline serves them well. The old argument of the need for an educated populace, as the linchpin for effective representative democracy, can't be dismissed too easily. Struggling to learn a foreign language may help a voter understand the challenges an immigrant or refugee might face. A foundational understanding of science may help the consumer of health care services. The examples could go on and on. The cost of providing each student in each geographical area a personalized, aptitude tailored may well be beyond what taxpayers could afford.

Actual filibusters (the Senator takes the floor and engages in continuous speech) are rare. The last one was in 2003 and was done by Harry Reid (think I have that right). What happens is that the threat of a filibuster frequently is made and instead of having one occur, negotiations to resolve the issues begin. These threats, formal or informally made are what the articles refer to and reformers seek to address.

One book I think really opens the discussion of the myth versus the reality is Malcolm Gladwell's Outliers . His points about the number of hours extraordinary achievers log toward their expertise is key.

The critiques of the standards always return to a couple of complaints: 1. Bad guys put them together and will profit from them 2. They were implemented via Federal government bribes and threaten local educational control Neither of these address whether anything is wrong with the standards themselves. Could this be a baby thrown out with the bathwater situation? Do the standards themselves fail to require skills or content they should? Do the standards require skills or content they should not? Are the learning goals wrong? What about or in the standards themselves is something that it would require having no soul to support?

Yup, very different in this area. Parents who successfully negotiate the system keep their heads down, hire tutors and send three gift cards a year and extras of anything on the "supply list". Very, very different.

Wow it really is different in different areas.

Jean, are you ever just in sheer awe of the ways they can find to occupy themselves instead of completing the assigned task? Sometimes, I have to excuse myself to go far away and burst out laughing before I can apply the needed loving, but stern, support.

Yup! Call me one of those "Topsy Turvy" tomato things that were so big a couple of years ago. I don't necessarily stand next to and provide tied in support, but I am often hanging upside down overhead.

Yes, really. I saw it in full bloom when Dd was in school and I see it now with her friends in ps. If it is implemented as in this presentation it will be a dramatic and vast improvement over what we see. What we saw: previous standards looked good on paper but few teachers did more than cherry pick the ones that fit a "21st Century Skills" learning agenda. Creativity and teamwork were valued more than content knowledge. It was rare to see a question that did not promote answers with "I think..." or "I can relate...". The words cite and textual evidence were not used. "Discovery" and "Project Based" learning were the rage, but without proper guidance were at best muddled mush. The things I saw done in the name of the "Socratic Method" were educational malpractice. I don't know where I come down on the common core standards, but I know what I have witnessed until now, and it makes me open to some sort of change that at least recognizes the significance of quality content. One thing that makes AP popular in our area (or IB) is the belief that what will be taught is overseen/validated. Direct instruction shools are popular in reaction to what has been going on in the area. I would love to set well qualified teachers free to weave magic, but given what I see (have seen), what is in the video will be a chance kids haven't been given in the last decade. I doubt reform efforts. I am a seasoned salty skeptic at this point. But, I am trying to learn all I can about what is happening to/for the kids Dd will share this world with in her life.

The Teenage Liberation Handbook is very popular with those who seek uncoventional methods/modes.

This 14 minute video give a bit of insight into the application of the Common Core at the high school level. Thought others might be curious. https://www.teachingchannel.org/videos/common-core-state-standards-high-school

Feelings about Saxon run strong both ways. Any program should be challenged with other assessments/applications. If you find that your student is not thriving and struggles to apply math when working outside Saxon, then change may be needed. If your student is doing well, likes the program and is demonstrating proficiency otherwise, then continue with what is tried and true for them. We frequently visit topics in other texts, explore the application of concepts in other areas and consistently Dd demonstrates she understands the connections. Whichever program we used, I would want to confirm progress/proficiency.

Both Hake 8 and AG are great programs. Ideally, both, with Hake 8 first and AG to follow. Hake 8 is going to provide a great deal of practice over time. AG will group topical areas and provide succint summaries. I would love to see Hake have a high school review, but 8 does a pretty good job.

Peace be with you.

Sir Cumference will be read, even by my high schooler. Just a fun book!!!!!

:grouphug:

This would all be so much easier if they would just go ahead in implant the tracking chips at birth. Shucks, then they could have health data too. :ack2:

The article noted the increased number of people with a BA/BS. Every trend I look at says this is the minimum that Dd should plan to do. She understands what that means (starting a family later, more years of spending, more years of uncertainty...) That said the 5% unemployment rate, even factoring in underemployment for a BA/BS is more encouraging to strive for than the high rates for those without degrees. I listened to a panel discussion recently where they made the point the underemployment and unemployment of those graduating now will have lifelong consequences (they will not be developing the skills that foster income growth...) It would just be nice if some of the news for kids and their futures was better.

See what MIT is doing to catch the meanies: http://www.theatlantic.com/video/index/273362/#!/video/index/273362/

I keep saying .... in each state they need one site (maybe the flagship university) where every exam is offered and you can register to sit for it online. It really isn't just homeschoolers hit by the finding a site issues, kids in urban ap blight areas, kids in rural areas, kids in low pop states.

You can go to : http://apreport.collegeboard.org/download-press-center I tend to scroll down on the page a little bit and look at the state and subject specific reports.