RESULTS
with
PRE-ALGEBRA , ALGEBRA 1,
GEOMETRY, AND ALGEBRA 2
RESULTS
with
PRE-ALGEBRA , ALGEBRA 1,
GEOMETRY, AND ALGEBRA 2
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Achieve more.
ISBN 007-866864-6
Acknowledgments
We would like to thank the following individuals for sharing their experiences
with Pre-Algebra, Algebra 1, Geometry, and Algebra 2.
Suzanne Clemons, Teacher
Montevallo Middle School, AL
Jacqueline Brush, Teacher
Riverchase Middle School, AL
Claire Williams, Teacher
Riverchase Middle School, AL
Cindy Kerr, Teacher
The Harker School, CA
Vivian Crowe, Teacher
Mary P. Henck Intermediate School, CA
John Roonan, Teacher
Parkside Intermediate School, CA
Tammy Renouf
Mathematics Department Chair
Parkside Intermediate School, CA
Janet Benson, Teacher
Anderson High School, IN
Linda Gibson
Mathematics Department Chair
Anderson High School, IN
Julie Klasener, Teacher
Anderson High School, IN
Sondia Mills
Mathematics Department Chair
Carroll Junior High Magnet, LA
Keith Gentle
Mathematics Department Co-Chair
A.L. Brown High School, NC
Rachel Goldberg
Mathematics Department Co-Chair
A.L. Brown High School, NC
Dana Patrick, Teacher
Ashe County High School, NC
Carla Frake, Teacher
Oldfield Middle School, NY
Claire Flynn, Teacher
Oldfield Middle School, NY
David Gunder, Teacher
Oldfield Middle School, NY
Jeff Gowdy, Teacher
Kenston Middle School, OH
Lee Ann Popovich
Mathematics Curriculum Leader
Kenston Middle School, OH
John Epperson
Mathematics Department Chair
Meadowbrook High School, OH
Liz Spurlock, Teacher
Meadowbrook High School, OH
Laura Beth Russell, Teacher
Franklin High School, TN
Diane Plum, Teacher
Carroll Junior High Magnet, LA
Lois Coles, Teacher
Grassland Middle School, TN
Paul Roberts, Teacher
Carroll Junior High Magnet, LA
Nancy Blankenship
Mathematics Department Chair
Parkland Middle School, TX
Amy Anderson, Teacher
Holabird Middle School, MD
Jennifer Hipps, Teacher
Holabird Middle School, MD
Dolores Bonincontri
Mathematics Department Chair
Perry Hall Middle School, MD
Anthony Gillespey, Teacher
Parkland Middle School, TX
Lori Tomberlin, Teacher
Parkland Middle School, TX
Sherry Billings, Teacher
Carver Middle School, VA
Thanks to Health & Education Communication Consultants, Berkeley,
California, who interviewed all of the individuals represented in these
profiles, and wrote this publication.
ii
September 2004
E
very adult who is able to manage personal finances, make informed purchase decisions,
intelligently interpret the data and statistics encountered on a daily basis in the information age, and
represent and solve problems involving quantities started to develop these numeracy skills in the
earliest grades and hone those skills in middle school. We must look to schools where students are
achieving the highest standards of mathematics learning and identify the practices that enable them
to achieve those goals.
This report tells the stories of eleven different schools. The common characteristic shared by all is
results; all have implemented programs of instruction that have enabled them to raise the
mathematical performance of their diverse student populations to exemplary levels. It is undoubtedly
true that there is not one way for all children to learn mathematics, but it is essential that all children
learn mathematics to meet the challenges of our ever-changing world. What’s more, they can.
The schools that use the effective mathematics program that is being described here share several
other critically important common characteristics.
•
•
•
•
All show improved student performance.
All have implemented ongoing programs of professional development for their teachers.
All monitor student progress during the school year to ensure effective instruction.
All have demonstrated the importance of the program to instructional leaders in their schools
or districts.
• All have created exciting climates within their schools to encourage learning.
• All demonstrate the importance of maintaining high expectations for all students, not just the
brightest or most privileged.
The leaders of the schools described herein are eager to share what they have learned and to see
their practices and experiences spread to other schools. Please feel free to contact the people
identified in each article. We’ve provided telephone numbers, fax numbers, addresses, and e-mail
addresses whenever possible to make communication as easy as possible.
Let’s learn from those who have the results that show this effectiveness. Let’s help teachers and
supervisors use this information. Let’s all work together to help our children become effective
learners who will be prepared for and productive in the twenty-first century.
iii
R
esults. More than at any time in recent history,
attention is being focused on the results our
schools produce. With the No Child Left Behind
Act of 2001, expectations have been raised and
student performance standards have been
identified for virtually every school subject. In
turn, states have set target goals that students
must meet if they are to make “Adequate Yearly
Progress” toward high school graduation in four
years or less.
Mathematics education is guided by the
National Council of Teachers of Mathematics’
(NCTM) Principles and Standards for School
Mathematics. The NCTM Standards have
reinvigorated mathematics education with the
idea that all children can and should have the
opportunity and the support necessary to learn
mathematics. Studies such as the Trends in
International Mathematics and Science Study
(TIMSS) have shown educators that, although
our students’ mastery of mathematics is
increasing, we should continue working toward
the goal of reaching ALL students, particularly
during the critical middle school years.
To achieve the high goals set by the NCTM
Standards, educators and others involved in
mathematics education reform will need to use
an array of state-of-the-art strategies and tools.
Their toolbox must include problem-based
curricula that support the NCTM Standards.
Furthermore, these curricula, strategies and
tools must be of the highest quality and form a
flexible learning system, one that provides
teachers with options for teaching in ways that
enable all students to reach high Standards.
Pre-Algebra, Algebra 1, Geometry,
and Algebra 2:
• Provides a balance between implicit and
explicit learning. Students learn better with
opportunities for discovery and practice,
problem-solving experiences, use of concrete
materials, and connections within mathematics
and to other subjects. Pre-Algebra, Algebra 1,
Geometry, and Algebra 2 utilize each of these
areas by providing real-world problems,
hands-on labs, critical thinking activities, and
practice after developing a concept.
iv
• Offers a variety of instructional methods
designed especially for all students. Reading,
writing, graphic organizers, hand-on
activities, and much more invite all learners to
succeed. Resources include: Inclusion
Strategies, Daily Intervention, Foldables
Study Organizers, Reading to Learn
Mathematics, and Enrichment activities.
• Uses prior knowledge to learn new
information. Activation of prior knowledge
makes new material more relevant to students.
Each lesson begins with a hands-on lab or an
application problem that leads from prior
knowledge to new concepts. Prior knowledge
is also assessed in Getting Ready for the Next
Lesson exercises in each of the lessons to
ensure that all students have the prerequisite
skills needed to master the new materials.
• Provides opportunities to practice new
skills. Practicing has long been considered a
successful strategy to improve understanding
and memory. Pre-Algebra, Algebra 1, Geometry, and
Algebra 2 offer a variety of practice options,
including skills practice, word problem
practice, vocabulary review, extended
response, and standardized test practice.
This report shares the stories of 15 schools in
11 districts that have implemented Pre-Algebra,
Algebra 1, Geometry, and/or Algebra 2. The common
characteristic shared by all is results. All have
implemented programs of instruction in
mathematics that have enabled them to raise
the performance of their student populations. It
is undoubtedly true that there is not one way
for all children to learn, but it is essential that
all children learn to meet high standards and
the challenges of our ever-changing world.
In this changing world, students who
understand and can do mathematics will have
superior opportunities and options for shaping
their futures. I encourage you to explore how
Pre-Algebra, Algebra 1, Geometry, and Algebra 2 can
support excellence in standards-based teaching
and help all our children be prepared for and
productive in the twenty-first century.
Professor Frank E. Crawley
Department of Mathematics and Science
Education
East Carolina University
Table of Contents
Kenston Middle School
BMC Durfee High School
Kenston Local School District
Chagrin Falls, Ohio.......................................2
Fall River School District
Fall River, Massachusetts.............................16
Oldfield Middle School
Edgewood High School
Harborsfields Central School District
Greenlawn, New York...................................4
Richland-Bean Blossom Community School
Corporation
Ellettsville, Indiana ......................................18
Parkside Intermediate School
San Bruno Park Elementary School District
San Bruno, California ....................................6
Rapides Parish Public School
District
Shelby County Schools
Alexandria Senior High School and Oak Hill
High School
Alexandria, Louisiana ..................................20
Montevallo Middle School and Riverchase
Middle School
Columbiana, Alabama ...................................8
Williamson County Schools
Franklin High School and Grassland
Middle School
Franklin, Tennessee .....................................10
Rock Hill School District
Rawlinson Road Middle School and Rock
Hill High School
Rock Hill, South Carolina ..........................22
Other Comments
A.L. Brown High School
on the Glencoe Pre-Algebra, Algebra 1,
Geometry, and Algebra 2 Series ....................24
Kannapolis City Schools
Kannapolis, North Carolina........................12
Appendix
Almont Junior/Senior High School
Almont Community Schools District
Almont, Michigan .......................................14
Research Supporting Content and
Instruction in
Pre-Algebra, Algebra 1, Geometry, and Algebra 2
A Selected Annotated Bibliography............26
1
Kenston Middle School
Chagrin Falls, Ohio
K
enston Middle School is the only middle school in the Kenston Local
School District, and it serves approximately 800 predominantly
Caucasian students in grades six through eight. The district is located
in a rapidly growing residential community, twenty-five miles east of
downtown Cleveland and an hour from the Pennsylvania border.
Approximately 88% of 2002 graduates were college bound.
In 1999, Kenston Middle School wanted to make a change in their
mathematics curricula. Curriculum leader Lee Ann Popovich explains, “Not
only had our curriculum standards changed, but we needed a textbook that
was more accessible to middle school students.” Jeff Gowdy, 6th grade
teacher, remembers, “One of the books we reviewed was Glencoe Pre-Algebra.
It really stood out from the rest of the textbooks, for many reasons. First,
we went through our math standards and looked at the Pre-Algebra book
and saw how well they matched up, and then we looked at the
supplementary materials, the readability of the text, and the examples.
Glencoe Pre-Algebra just did a better job of explaining things.” Ms. Popovich
recalls when reviewing Glencoe Pre-Algebra, “It just had more examples for
the students, and went into more depth than the other textbooks did.”
Glencoe Pre-Algebra was implemented in the 1999–2000 school year with
6th-grade honors students, 7th-grade general and lower-level students,
and with 8th-grade lower-level students.
Classroom Practicality
Ms. Popovich reports that “the whole department seems very happy
with Glencoe Pre-Algebra. I find that there are a lot of helpful hints in the
Teacher Wraparound Edition for how to teach, as well as hints for what
to watch out for with the students. Glencoe Pre-Algebra also provides the
materials to be flexible and accommodating for every learning style,
with overheads, visuals, and outlines.” Ms. Popovich has a few favorite
supplementary materials that she uses often; they are the Online Study
Tools, and the Real-World Application Transparencies. “My students love the
Online Study Tools. Even their parents love them. They like that they
can practice for chapter tests and self-check their answers. The kids also
really like the Real-World Application Transparencies and think they are cool.
They really help kids understand what math has to do with them.”
t more.
Expec Achi e more.
ev
2
Mr. Gowdy adds, “I definitely find Glencoe Pre-Algebra easy to use, with
the In-Class Examples, the 5-Minute Checks, etc. The way the Teacher
Wraparound Edition is set up, it is easy for even an entry-level teacher
to be effective.” He finds many tools and opportunities to assess student
learning. “With the alternative assessments, and just the sheer number of
items to choose from, such as the six versions of chapter tests, it makes
it easy for us to assess student learning. It is
very convenient to have all of these resources at
your disposal.”
Meeting Student and
Parent Needs
Ms. Popovich and Mr. Gowdy agreed that to
meet student needs, a textbook has to reach out
to students and engage them. Mr. Gowdy
believes his students find the text “more
interesting. There are many more examples and
references to everyday life and the text’s
presentation is so colorful. My students are
definitely more engaged with this text than
they would be with another. I think more
thought was put into this book, so that when
students open it up, they know what they are
doing and find it easier to comprehend.”
“Because the text has students engaged, they are
learning more,” says Ms. Popovich. “The
students aren’t just doing drill and practice,
they are doing applications that have them
apply what they learn, which develops their
critical thinking skills, and shows them how to
use what they learn in the real world.”
Kenston teachers are hearing positive comments
from parents about Glencoe Pre-Algebra.
Ms. Popovich reports, “Parents have told me
that they like the book because they can use it
with their kids. They also love using the Online
Study Tools for extra practice for their kids, and
the Extra Practice that is provided in the back of
the book.”
Assessing Learning
Until recently, the State of Ohio required that
students in 4th, 6th, 9th, and 12th grade take
proficiency tests to evaluate their knowledge and
skills in core subject areas. The state also requires
that each school district receive a “report card”
or performance accountability rating based on
the state’s 22 performance standards. In 2001,
Kenston students outperformed their state
counterparts on the Mathematics Proficiency
Test, and in 2002, Kenston exceeded the state
standards for mathematics. Both results can be
seen in the chart below.
Ms. Popovich and Mr. Gowdy credit much of
their success to Glencoe Pre-Algebra. Ms. Popovich
states, “It makes math fun, so our students enjoy
it, learn, and succeed with it.” Mr. Gowdy adds,
“When we changed from the previous textbook
to Glencoe Pre-Algebra, I had a student who
participated in the Ohio Math League Test, and
he scored the highest anyone from our school
has ever scored, 39 out of 40.”
For More Information:
Lee Ann Popovich, Curriculum
Leader & 8th Grade Teacher
Kenston Middle School
17419 Snyder Road
Chagrin Falls, Ohio 44023
Phone: (440) 543-8241
E-mail: [email protected]
3
Oldfield Middle School
Greenlawn, New York
T
he Harborfields School District is located in Suffolk County on the north
shore of Long Island, New York. It encompasses an area of eight square
miles and serves a suburban population of about 20,000 people. The area
has always drawn people looking for a sense of small-town community
with ready access to New York City. The school district consists of four
schools—one primary, one elementary, one high school, and Oldfield
Middle School, which serves the district’s 1,112 students in grades 6
through 8. The student body at Oldfield is 86% Caucasian, 7% African
American, 4% Asian/Pacific Islander, and 4% Latino.
The goal of the Harborfields School District is to provide the best
educational opportunities for all its children. At Oldfield Middle
School, students are actively involved in the learning process through
diversified instructional strategies. To provide specialized environments
for learning, Oldfield offers its students a superior library-media center,
professionally equipped science labs, and a state-of-the-art computer
and technology center.
A Solid Foundation
Oldfield Middle School students take Pre-Algebra in 8th grade and are
taught by teachers David Gunder, Carla Frake, and Claire Flynn. There is
no mathematics department chair at Oldfield; all programmatic and
curricular decisions are made jointly between teachers and Oldfield’s
assistant principal. Oldfield’s mathematics department has been using
Glencoe Pre-Algebra since the 1999–2000 school year, and they also use
Glencoe’s Mathematics: Applications and Concepts in their 7th-grade classes.
Although Mr. Gunder, Ms. Frake, and Ms. Flynn were not involved in the
textbook adoption five years ago, Ms. Frake and Mr. Gunder are currently
serving on a committee to prepare a new 7th grade accelerated program.
As Ms. Frake explains, “We’ve been so pleased with Glencoe Pre-Algebra that
we want to purchase the new edition for the 7th grade accelerated class.
The latest edition of Glencoe Pre-Algebra is even better than the 1999
version, and has lots of statistics and histograms.” Mr. Gunder adds, “In
New York, students take Integrated Math classes in high school, which
include algebra and other topics, all rolled into one. I think Glencoe
Pre-Algebra is sufficiently preparing our students for these later classes.”
Making Mathematics Real
4
One of the qualities of Glencoe Pre-Algebra that Mr. Gunder, Ms. Frake, and
Ms. Flynn appreciate is its ability to make mathematics relevant to
Ms. Flynn concurs with her colleagues on Glencoe
Pre-Algebra’s appeal to students: “Glencoe
Pre-Algebra is an extremely comprehensive text
that offers opportunities for higher-level and
lower-level students. It does a good job of
holding the students’ interest. The Practice and
Study Guide Masters are fantastic. We also use
the lessons that have science integrated, and
they’re great.”
Assessing Improvement
Mr. Gunder, Ms. Frake, and Ms. Flynn have all
been pleased with the opportunities for
assessment that Glencoe Pre-Algebra provides. Mr.
Gunder explains, “I think it provides plenty of
tools to assess student learning and to prepare
students for standardized tests. I think the study
guides and assessment at the end of each chapter
are essential.” Ms. Frake adds, “One of things that
is very helpful about Glencoe Pre-Algebra is the
cumulative review tests. Part of the New York
State Assessment Test is multiple choice, and we
pick a lot of questions from the review tests to
prepare.”
The Oldfield mathematics program’s emphasis
on assessment is indeed preparing their students
for standardized tests. Since the adoption of
Glencoe Pre-Algebra in the 1999–2000 school year,
Oldfield’s 8th graders have been excelling on
the mathematics section of the New York State
Assessment test. The percentage of students
scoring at Level 3 or Level 4 (meeting or
exceeding New York standards) increased from
57% in 1998–99 to 76% in 1999–2000 and
80% in 2000–2001.
Improvement in NYSA 8th Grade Mathematics Scores
at Oldfield Middle School
Percent Meeting or
Exceeding NY Standards
(Level 3 or 4)
students’ lives by using real-world examples
and applications. As Mr. Gunder says, “I think
Glencoe Pre-Algebra does a good job of teaching
mathematical thinking and reasoning, because at
the end of each lesson, there are real-world
applications. I like that. I definitely see
improvement in my students’ skills from
September to June.” Ms. Frake adds, “I would say
that Glencoe Pre-Algebra is a very straightforward
text. One of the things I really like about it is the
real-world applications and connections. It’s right
on target with what kids are doing today. And
with the Study Guide and Practice Workbooks and all
the enrichment activities, all different learning
abilities and learning styles are addressed.”
100%
76%
80%
60%
80%
76%
2000–01
2001–02
57%
40%
20%
0%
1998–99
pre-Glencoe
1999–00
post-Glencoe
As Ms. Flynn states, “We’ve been pleased with
Glencoe Pre-Algebra. We started off four years ago
with the last version [1999 copyright] and
we’ve liked it so much, we’ve decided to
purchase the newest edition. We recently got
last year’s results back on the 8th grade NYSA
tests, and we’re the number one school in our
county. That’s out of 60 schools. We’re proud of
that. It was in the newspaper and everything.
We’re very proud of our entire mathematics
program, and Glencoe’s text is a big part of it.”
For More Information:
Ms. Claire Flynn, Teacher
Oldfield Middle School
2 Oldfield Road
Greenlawn, New York 11740
Phone: (631) 754-5310
E-mail: [email protected]
5
Parkside Intermediate School
San Bruno, California
S
an Bruno Park Elementary School District serves 2,900 K–8th grade
students in San Bruno, California. The city of San Bruno (pop. 41,000) is
located 11 miles south of San Francisco, between the major metropolitan
areas of San Francisco and San Jose. There are seven elementary schools
and Parkside Intermediate School (7th and 8th grades). Parkside
Intermediate’s 636 students are 42% Caucasian, 32% Latino, 9% AsianAmerican, 9% Pacific Islander, 6% Filipino, and 1% African American.
High Standards
Tammy Renouf and John Roonan, mathematics teachers at Parkside
Intermediate, recall the process for adopting new pre-algebra textbooks
for the 1999–2000 school year. “It was very difficult to use the last
textbook,” Ms. Renouf recalls. “The teachers didn’t like it, and we were
considering something different; it just wasn’t user-friendly. Our math
department chair and assistant principal at the time were very interested
in Glencoe Pre-Algebra. We first adopted it in 1999 and when we went
through the same textbook review process again two years ago, we
decided to keep the Glencoe text, which reflects well on it. We need a
text that is aligned with our state standards, that is student- and parentfriendly, and that has good workbooks and supplemental materials.
Glencoe gives us all those things.”
Mr. Roonan adds, “We have four teachers at Parkside that teach
mathematics, and I’m probably the most traditional and conservative,”
says Mr. Roonan. “We needed a text we could all use. I like texts that have
a lot of problems and a lot of examples and word problems at the end.
The last text was horrible, but Glencoe Pre-Algebra gives plenty of problems
for practice and review. We also needed a book that could work for
differently paced classes. Our higher-level students finish Pre-Algebra in
7th grade and then move on to Glencoe Algebra 1 in 8th grade. The average
and lower-level students take two years to get through Glencoe Pre-Algebra
in 7th and 8th. This way, all our students get the necessary content, but
at different paces, and are algebra-ready for high school.”
Supporting Teachers
Glencoe Pre-Algebra serves not only Parkside’s students, but the teachers as
well. As Ms. Renouf explains, “I think Pre-Algebra is a straightforward text
with clear, concise examples for the teacher to use, and there’s a good
6
Practice Makes Perfect
For both Mr. Roonan and Ms. Renouf, a key
to success for their students is adequate
practice. Mr. Roonan explains: “I love that
Glencoe Pre-Algebra has lots of practice problems,
not just in the lessons, but also in the back of
the book. This book is clear and concise and
gives straightforward examples. There are no
tricks, no games.” Ms. Renouf concurs. “There’s
a good amount of practice,” she says. “The
workbooks are great, and I also use the Mixed
Review sections and the 5-Minute Check
Transparencies. They’re good for warm-ups and
pop quizzes. Glencoe Pre-Algebra is a good
textbook for our students.”
Comparison of Parkside and Statewide SAT-9 Results
Percent At or Above 50th
Percentile
deal of supplemental and assessment material.”
Mr. Roonan adds, “The supplementary materials
and assessment tools that come with Pre-Algebra
are great. They give you six chapter tests at
three different difficulty levels, plus questions in
multiple-choice and free-answer style. We give
the advanced students the hardest level, A, for
homework, and level B for tests. The lessadvanced students take the level C tests. There
are also four quizzes per chapter and mixed
review at the end of each section to spiral
concepts. There are tons of assessment
opportunities.”
70%
CA Statewide
Parkside
60%
50%
40%
30%
20%
10%
0%
2000
2001
2002
Parkside’s students have also been performing
extremely well on the mathematics section of
the SAT-9, which measures achievement based
on student comparison. The percentages of
8th-grade Parkside students scoring at or above
the 50th percentile in 2000, 2001, and 2002
were 54%, 59%, and 56%, respectively,
compared to 48%, 49%, and 50% statewide. As
Mr. Roonan states, “Our higher-level kids do
very well with the Glencoe texts. We’re very
proud of their test scores. They are the
advanced classes, so they should score well, but
the scores are still higher than the state
average. Our test scores are undeniable.”
Signs of Success
Since the adoption of Glencoe Pre-Algebra in the
1999–2000 school year, Parkside Intermediate’s
students have been doing well on California’s
Standardized Test and Reporting (STAR)
Mathematics tests. In 2003, Parkside’s 8th-grade
students taking the California Algebra I
Standards Test scored an impressive 31%
advanced and 53% proficient, surpassing the
statewide 10% advanced and 29% proficient.
For More Information:
Tammy Renouf, Teacher
Parkside Intermediate School
1801 Niles Avenue
San Bruno, California 94066
Phone: (650) 624-3180
E-mail:
[email protected]
7
Shelby County Schools
Columbiana, Alabama
S
helby County Schools serve 22,750 students through 18 elementary and
intermediate schools and 14 middle and high schools. Shelby County (pop
150,000) is located in the geographic center of the state in the Birmingham
metropolitan area. Montevallo Middle School, located in the city of
Montevallo in Shelby County, educates just over 300 sixth through eighth
grade students, of which 62% are Caucasian, 2% are Hispanic, and 37%
are African American. Riverchase Middle School, another middle school in
the county located in the city of Pelham, serves almost 1,100 sixth through
eighth grade students. Their student body is 82% Caucasian, 7% Hispanic,
3% Asian/Pacific Islander, and 8% African American.
Meeting Student Needs
Prior to the 1998–1999 school year, Shelby County Schools decided
they needed a new mathematics program that would meet student needs.
Claire Williams, Riverchase math department chair and textbook
committee member explains, “We needed a textbook that was not just
the basics.” Suzanne Clemons, Montevallo 7th grade teacher adds, “We
needed a text that provided more practice than our old pre-algebra book
offered, and that we could teach up or down, as needed for our students.”
Ms. Williams says she remembers that they were just “sold on Glencoe
Pre-Algebra from the beginning. We just kept coming back to it. It’s just a
great program with a well-thought out book.” Ms. Clemons says another
selling factor was the supplementary materials. “The supplementary
materials were really, really good, and overall the program was really
friendly. Also, Glencoe Pre-Algebra helps us reach all types of learners, audio,
visual, etc.”
In the 1998–1999 school year, Riverchase Middle School implemented
Glencoe Pre-Algebra in the 7th and 8th grades, with a total of
approximately 450 students. At Montevallo Middle School, it was
implemented in 7th and 8th grade with approximately 100 students.
Ease of Use
A successful mathematics program must be teacher-friendly, and teachers in
Shelby County are finding Glencoe Pre-Algebra just that. Ms. Williams shares
her impressions of teacher-friendliness. “I think teachers in my school are
responding to it well. Glencoe Pre-Algebra makes it real easy for teachers to be
versatile in their teaching; they can use the book, use computers, or use the
8
supplementary materials, and be flexible and
accommodating for any student learning styles.
Also, Glencoe Pre-Algebra makes it easier for teachers
to assess student learning because it provides so
many mechanisms to do so.”
Jacqueline Brush, 7th grade teacher at
Riverchase, agrees with Ms. Williams. She
states, “Glencoe Pre-Algebra is easy to use. It is laid
out very well and coordinates well with the
supplementary materials. It provides In-Class
Examples, examples within the text, the
5-Minute Checks for review, and plenty of
practice problems throughout the text.” She also
agrees with Ms. Williams that she has multiple
opportunities to assess student learning.
Ms. Brush comments, “Glencoe Pre-Algebra is very
user-friendly, and the supplementary materials
that go with it are outstanding. Personally,
I have just found it very easy to use.”
Academic Performance
Alabama students in grades 3–8 are given the
Stanford Achievement Test each year to
measure their academic performance in key
subject areas. The national average for the
Stanford Achievement Test, 9th Edition, is 50.
In 2002, Shelby County Schools’ eighth graders
performed better than the national average and
state average, and Riverchase Middle School
performed even higher than Shelby County.
Ms. Brush believes that her students are
excelling with Glencoe Pre-Algebra because “it
engages them, and they find it exciting.” She
states, “They simply have not been challenged
by a textbook like this before. It challenges
them to read word problems and be able to
respond with more than just numbers; they
have to explain how something is done. Critical
thinking is an essential component of this book.
Our students are given a proper understanding
of math concepts with good examples and
appropriate practice. Students and parents are
telling me they really like math with Glencoe
Pre-Algebra and that it is no longer boring,
because it interjects real everyday problems
into regular math.”
Ms. Williams also believes students like Glencoe
Pre-Algebra. She says, “I believe that if I gave
them a choice between Glencoe Pre-Algebra and
another text, they would choose Glencoe. I
have found that the book reaches a very wide
range of students no matter their ability level,
their speed of learning, their method of
learning, or their ethnic background. All of my
students have been able to relate to the
information and format of the book, as well as
the supplementary materials.”
For More Information:
Claire Williams, Math Department Chair
Riverchase Middle School
853 Willow Oak Drive
Birmingham, Alabama 35244
Phone: (205) 682-5510
E-mail: [email protected]
Suzanne Clemons, 7th Grade Math Teacher
Montevallo Middle School
235 Samford Street
Montevallo, Alabama 35115
Phone: (205) 682-6410
E-mail: [email protected]
9
Williamson County Schools
Franklin, Tennessee
W
illiamson County is known for having some of the richest farmland in
middle Tennessee, and is located minutes from Nashville. It is one of the
fastest growing counties in the south, and its per capita income ranks
among the highest in the nation. Williamson County Schools serve over
20,000 predominantly Caucasian students in 33 schools—7 high schools,
6 middle schools, 19 elementary, and 1 K–8.
Grassland Middle School and Franklin High School are located in the
city of Franklin. Franklin (pop. 42,000) was named after Benjamin
Franklin, and is one of the wealthiest cities in one of the wealthiest
counties in the United States. It is a small residential community nestled
in the valley of the Harpeth River and has been voted Best Small Town
in Tennessee. Grassland Middle School serves over 950 students in
grades six through eight, and Franklin High School serves 1710 students
in grades nine through twelve. Grassland Middle School was recognized
as the # 2 middle school in the State of Tennessee for academic
achievement, and has been nominated for the prestigious Blue Ribbon
Schools Award. Over the past 80 years, Franklin High School has
established a tradition of excellence, scoring above state and national
averages on ACT and SAT exams. It was the first school in Tennessee to
be accepted into the International Baccalaureate Program, a
comprehensive course of study serving highly motivated college-bound
students in 94 countries.
In 1998, Williamson County Schools were in an adoption cycle, looking
to implement a new mathematics program for the 1999–2000 school
year. One of the mathematics textbooks they adopted was Glencoe
Pre-Algebra. It was implemented both in middle schools and high schools
in the county.
Using Glencoe Pre-Algebra
Teachers in Williamson County are finding Glencoe Pre-Algebra easy to
use. Lois Coles, Grassland Middle School teacher reports, “It is very
teacher friendly. I like the way the lessons are formatted and presented.
They have a good, easy flow to them. There are a lot of examples, and
the Teacher Wraparound Edition provides variations of the lesson plan
with teaching tips and modifications.”
Franklin High School teacher Laura Beth Russell agrees with her district
colleague. “Glencoe Pre-Algebra is definitely easy to use. It has all the
10
Ms. Coles uses many of the materials provided
with Glencoe Pre-Algebra to supplement the
student text, such as the Online Study Tools,
Dinah Zike’s Teaching Mathematics with Foldables,
Using the Internet in the Mathematics Classroom, Skills
Practice Workbook, 5-Minute Check Transparencies with
Standardized Test Practice, and Real-World Application
Transparencies. She shared her experiences using
them: “My students use the Online Study Tools
frequently, clicking on chapters and going
through the self-check quizzes. I have used the
Dinah Zike’s Teaching Mathematics with Foldables a lot
and my students like it. It is a wonderful visual
for students who need hands-on learning
experiences. The 5-Minute Check Transparencies are
a wonderful starter activity that gets the class
focused before the lesson begins, or to use at
the close of a lesson to reinforce what I’ve
taught and see if the students are on track.”
Developing Skills
As Ms. Coles states, “We want students today to
discover, and not just memorize. With Glencoe
Pre-Algebra our students are doing just that. The
lessons lend themselves to discovery of
concepts, not just memorizing rules. Because of
this approach, I think my students’ conceptual
understanding has improved. As a teacher, when
the student says, ‘Oh I can see it,’ the light bulb
goes on for them, and you know the knowledge
has been attained.” Ms. Russell adds, “The
problems in Glencoe Pre-Algebra test students to
see if they really understand. It does not allow
students to just memorize information.”
Ms. Russell also finds Glencoe Pre-Algebra
developing other skills in students. “I have had
several students who have been labeled as poor
readers. The fact that they are having success
with the reading that they do in their math
class is a definite positive; they can read it and
not feel inadequate.”
Academic Achievement
The Tennessee Department of Education issues
yearly School Report Cards for school systems
and individual schools in Tennessee based on
academic test results. For 2001 and 2002,
Williamson County School System received an
A in mathematics for grades 6–8. Grassland also
received an A rating for 6–8 grade mathematics.
The state average for 6–8th grade mathematics is
54. As seen in the chart below, Williamson
County (WC) and Grassland Middle School
(GMS) have consistently scored well above the
state average for the past few years.
Academic Achievement Results Comparison
Average
materials ready to go so you do not have to
come up with materials on your own. The
Teacher Wraparound Edition is very helpful for
planning, and very straightforward with a lot of
examples. There are ideas and materials for
working with students of varying ability levels.
It also gives us tips from other teachers and
great leads to create our own activities.”
80%
70%
60%
50%
40%
30%
20%
10%
0%
State WC GMS
2001
State WC GMS
2002
For More Information:
Lois Coles, Teacher
Grassland Middle School
2390 Hillsboro Road
Franklin, Tennessee 37069
Phone: (615) 472-4500
E-mail: [email protected]
Laura Beth Russell, Teacher
Franklin High School
810 Hillsboro Road
Franklin, Tennessee 37064
Phone: (615) 794-3736
E-mail: [email protected]
11
A.L. Brown High School
Kannapolis, North Carolina
A.
L. Brown High School serves the community of Kannapolis,
located in central North Carolina, 27 miles northeast of Charlotte.
Kannapolis (pop. 38,000) is known for its hospitality, affordable
housing, small town charm, and the lowest crime rate in the region.
A.L. Brown High School, Kannapolis City Schools’ only high school,
educates the 1,200 students that feed in through five elementary schools
and one middle school. A. L. Brown has a diverse student body in
grades 9 to 12—58% Caucasian, 34% African American, 6% Latino, and
2% Asian/Pacific Islander.
A Team Decision
Keith Gentle, mathematics department chair, and Rachel Goldberg, lead
algebra teacher, head a team of 11 mathematics teachers at A.L. Brown
High School. Mr. Gentle remembers the department’s last adoption
cycle in 1998, when new texts were chosen for Algebra and Geometry
classes. “We needed texts that covered all the objectives for the state of
North Carolina. This state is big on accountability,” he states. “It was
also important to us that we find books that we could use for all levels
of algebra.”
A team of mathematics teachers, including Mr. Gentle and Ms. Goldberg,
reviewed possible texts and narrowed the field to three finalists. “Once we
had it narrowed down, we looked very closely at three lessons from each,”
Mr. Gentle recalls. “We liked Glencoe’s Algebra 1, Geometry, and Algebra 2
series, because it covered all the state objectives, and we thought it was
the most accessible to a variety of students.” The series was implemented
in the 1999–2000 school year.
Supporting Teachers
Over the past few years, A.L. Brown’s teachers have appreciated how well
the Algebra 1, Geometry, and Algebra 2 series supports them in the classroom.
Ms. Goldberg remembers being impressed with all of the supplementary
materials accompanying the Algebra 1, Geometry, and Algebra 2 series.
“Glencoe offers more materials than you could ever use,” she says. “It gives
you the flexibility to work with all your students. The Teacher
Wraparound Edition shows right in the margins what’s available to use
during a particular lesson, like the workbook or study guide pages that
coordinate. I use the Reading and Writing in the Mathematics Classroom
12
handbook for building vocabulary, and the
Assessment Masters for creating tests. It’s so
flexible, because there are different difficulty
options for test and practice questions.”
Seeing Results
With a satisfied faculty and engaged students, it
is no surprise that A.L. Brown’s performance on
standardized test scores has vastly improved
since the implementation of the Algebra 1,
Geometry, and Algebra 2 series. According to the
North Carolina School Report Card for A.L.
Brown High School, scores on the end-ofcourse tests are continually improving. Between
the 2001–2002 and 2002–2003 school year, the
percentage of students scoring at or above
grade level increased from 76.7% to 78.4% in
Algebra I, 65.9% to 79.2% in Algebra II, and
65.2% to 67.1% in Geometry.
Mr. Gentle agrees: “These are very user-friendly
texts, and I’m really impressed with all the
supplementary materials. Glencoe goes beyond
other publishers in that area. They do a really
good job researching and preparing their
materials, and they take the time to provide
materials that are aligned with the text content.
There are excellent resources.” Mr. Gentle also
feels that the teachers at A.L. Brown work to
support each other in their teaching. He
explains, “We have a team planning
group, where all our teachers plan
Comparison of End-of-Course Test Scores for
together to use the materials. We offer
A.L. Brown High School
mentoring for new teachers to help
90%
them integrate all the materials into
78.4% 79.2%
76.7%
80%
their lesson plans.”
Student Response
70%
60%
50%
40%
30%
20%
10%
0%
A.L. Brown High School’s mathematics
teachers aren’t the only ones who have
been pleased with the Algebra 1,
Geometry, and Algebra 2 series. As Mr.
Gentle comments, “Other books were
hard for the students to read and use
and had very few applications of
concepts. The more interesting a text
is and the more visually appealing it is, the
better. The Algebra 1, Geometry, and Algebra 2
series has lots of color and examples related
to real-world concepts, and that works for
the students.”
Ms. Goldberg adds, “With all the
supplementary materials, there are options for
multimedia practice, as well as paper and
pencil. The Foldables™ have been a
tremendous help, too, for children with
different learning styles. They just love the
Foldables™ as a new way to take notes, and
they enjoy the MindJogger Videoquizzes.”
65.9% 65.2%
Alg I Alg II Geo
2001–02
67.1%
Alg I Alg II Geo
2002–03
These scores earned A.L. Brown a rating of
“School of Progress” with “High Growth.” As
Mr. Gentle summarizes, “We’ve been very
pleased with these books. It’s a quantum leap
forward from what we were using before!”
For More Information:
Keith Gentle, Mathematics
Department Chair
A.L. Brown High School
415 East 1st Street
Kannapolis, North Carolina 28083
Phone: (704) 932-6125
E-mail: [email protected]
13
Almont Junior/Senior High School
Almont, Michigan
A
lmont Junior/Senior High School serves the small, rural community
of Almont (pop. 2,803) in central Michigan. Almont Junior/Senior
High receives students through Almont’s two other schools—
Orchard Primary (Kindergarten–2nd grade) and Almont Elementary
(3rd– 6th grades). Reflecting the population of Almont, the
Junior/Senior High School’s students are predominantly Caucasian.
The town of Almont is situated approximately 48 miles north of Detroit.
In spite of its small size and relative isolation, Almont Junior/Senior High
School prides itself on providing a dynamic learning environment for its
approximately 726 students in 7th–12th grades. The school’s
administration is committed to helping all students become responsible,
independent, caring, and contributing members of a changing society. To
achieve its goals, Almont Junior/Senior High follows a School
Improvement Process which includes goals for optimal student
achievement, continuous evaluation of curricula, and integration of
technology across the curricula.
Innovating in Math and Science
In the 2002–2003 school year, Almont Junior/Senior High formed a
Technology Committee, participated in a Mathematics & Science
Conference for Girls and a Science and Math Festival, and introduced
an integrated mathematics and science course called AIMS (Applications
in Math and Science). AIMS allows students to study and understand
how the two disciplines relate to each other and the world around them.
In addition, Almont Junior/Senior High students can take advantage of
the school’s computer lab, technology lab, media center, and Apple
iCart Portable Labs, which provide ten computers with wireless
capability and fully interactive SmartBoard computer projection screens.
Ongoing discussions at Almont focus upon determining ways to expand
curricula, improve delivery of instruction, increase the use of
technology, and meet the needs of all its students.
Raising the Bar
David Voyt, mathematics department chair and 9th–12th grade teacher at
Almont, recalls the process of evaluating new Mathematics textbooks
during the 1998-1999 adoption cycle. “For me, it was an easy decision,” he
states. “The last texts we were using for algebra were not challenging
enough. They focused on a different topic every day with 30 problems of
14
review. There was no continuity. I used the
Glencoe texts in a different district, and when the
time came for us, I made sure we looked at them.”
classes to get more clarification on topics, and I’ve
found the pull-outs very useful,” he says. “There
should be more resources like this!”
Along with the former mathematics department
chair, Mr. Voyt led Almont’s process of
reviewing several curricula, including Glencoe’s
Algebra 1, Geometry, and Algebra 2 series. As he
recalls, “we looked to see how each option
would fulfill the Michigan state standards, and I
could see that the Glencoe texts were superior
to what we’d been using.” He also found that
Algebra 1, Geometry, and Algebra 2 had the
continuity, integration of topics, and depth of
content that he was seeking for his classes.
“Some of the teachers were divided between
Glencoe and our former texts,” he remembers.
“I think that the former texts being used at the
high school level were far too easy, and our
kids needed to be challenged. With the old
texts, it was one thing, quickly, and then on to
the next. With the Algebra 1, Geometry, and
Algebra 2 series, I can go deeply into each topic
and challenge the students.”
A Deeper Understanding
In the 1998–1999 school year, all three texts
were implemented—Algebra 1 in 8th and 9th
grade, Geometry in 9th and 10th grades, and
Algebra 2 in 10th and 11th grades.
Indeed, the Algebra 1, Geometry, and Algebra 2 series
is serving the students of Almont well. Their
mathematics scores on Michigan’s standardized
test, the MEAP (Michigan Educational
Assessment Program), have remained
consistently high over the past seven years and
have been considerably higher than the
Michigan state averages for public schools. In
2002–2003, 56% of Almont Junior/Senior High’s
students scored at Level 1 (exceeding Michigan
standards) or Level 2 (meeting Michigan
standards), well above the state goal of 33%. As
Mr. Voyt says, “I’ve been very happy with the
Glencoe texts, and I thoroughly enjoy teaching
with them. If I could go back to the adoption, I
wouldn’t have done anything differently!”
Ease of Use
Mr. Voyt and his team of teachers were impressed
by the array of helpful teaching tools that
accompany Algebra 1, Geometry, and Algebra 2. “Our
teachers seem to enjoy the textbooks very much,”
Mr. Voyt explains. “The practice worksheets and
study guides are incredibly helpful. I also like how
the practice questions are organized by difficulty,
so I can customize for students of different
abilities. The 5-Minute Check Transparencies are great;
they allow the teacher to pull out a transparency,
put it on the overhead, and start class. I also
appreciate the lesson reviews at the back of the
texts, for pulling extra practice problems.”
Mr. Voyt has also taken advantage of the
supplementary handbook Hot Words, Hot Topics:
Math User’s Handbook. “We’ve used it for Geometry
Mr. Voyt has found that the Algebra 1, Geometry,
and Algebra 2 series allows his students to have a
deeper, richer understanding of mathematical
concepts. “The students prefer the way the
Glencoe texts are organized,” he explains.
“They don’t have so many review problems as
were in the previous text, so they can focus on
one topic at a time and go in-depth. I think the
mathematical reasoning really comes through
on the homework problems. The students learn
the techniques and reasoning and don’t just
memorize. I think with Glencoe, our students
have a stronger foundation of mathematical
concepts than they used to. I think they walk
away with a much deeper understanding.”
Positive Results
For More Information:
David Voyt, Mathematics
Department Chair
Almont Junior/Senior High School
4701 Howland
Almont, Michigan 48003
Phone: (810) 798-8595
E-mail: [email protected]
15
BMC Durfee High School
Fall River, Massachusetts
B
MC Durfee High School is the only public high school in the Fall River
School District and serves nearly 3,000 students in grades nine through
twelve. The student body is 83% Caucasian, 6% Hispanic/Latino,
6% Asian/Pacific Islander, 4% African American, and 1% American
Indian. BMC Durfee is located in the City of Fall River (pop. 92,703),
which is located 15 miles from Providence and Newport, Rhode Island,
and about 60 miles south of Boston.
Going Standards-based
Back in the early 1990s, BMC Durfee High School knew they had to
make a change in their mathematics curricula and switch to a standardsbased text. Dr. Michael Crane, mathematics department chair, remembers,
“We needed a text that would thoroughly prepare our students for the
Massachusetts Comprehensive Assessment System (MCAS).” Three
publishers presented their mathematics materials to Dr. Crane’s staff. After
reviewing each publisher’s materials, BMC chose Glencoe for adoption. Dr.
Crane states, “I left the decision up to the department; if they are happy, I
am happy. Frankly though, neither of the other publishers’ materials were
up to par or as good as Glencoe’s, especially in regard to the standards and
teacher resources. Glencoe’s materials had ample problems for practice and
assessment, and they offered training on how to use the resources. Glencoe
was also a name that made our teachers feel more comfortable, because
they knew others who were using Glencoe materials quite successfully.”
Geometry teacher Joyce Mauretti recalls the adoption process: “We picked
Glencoe because the transition from the earlier courses was very good, and
it met our standards. Glencoe’s Algebra 1, Geometry, and Algebra 2 series is
well-written, and the reading level is appropriate for our students.”
BMC Durfee implemented Glencoe’s Algebra 1, Geometry, and Algebra 2
series in the 1997–1998 school year. Algebra 1 is used in 9th grade,
Geometry in 10th grade, and Algebra 2 in 11th grade.
Teacher-Friendly
“Our teachers love it!” says Dr. Crane. “The materials give teachers
plenty to choose from and there is a variety of assessment tools and
methods.” Ms. Mauretti echoes Dr. Crane’s comments, “I just can’t say
anything bad about this series. With Glencoe, things are so easy to find
16
and use. There are materials for all learners.
There are also plenty of assessment materials,
and ways to assess learning with extra practice,
open-ended questions, and student projects.
The examples used in the text and online are
great! I also love the online version of the text.
I’ve been using it myself, and my students use it
at home when they are absent.”
Algebra 1 teacher Andy Laurence states, “I
especially like the way the book moves from
less challenging to more challenging problems;
it lets students build their skills with
appropriate practice and through a variety of
exercises. The enrichment and extension ideas
also extend learning opportunities for our
higher-level students. This series is good for
those who learn by reading and for those who
need projects that are hands-on to learn. The
books even outline for the teacher a variety of
ways to reach each type of learner.” Mr.
Laurence uses many of the supplementary
materials that accompany Glencoe’s Algebra 1
text with his students, such as the Online Study
Tools, the Vocabulary PuzzleMaker CD-ROM,
Chapter Resource Masters, Reading and Writing in the
Mathematics Classroom, and the TestCheck and
Worksheet Builder CD-ROM. Mr. Laurence says
the Vocabulary PuzzleMaker is “excellent, because
for kids who don’t like vocabulary, it is a fun
way to help them understand the words.”
Developing Mathematical
Skills
Dr. Crane reports, “One of the biggest assets of
Glencoe’s Algebra 1, Geometry, and Algebra 2 series
is that it requires students to think through
problems logically and strategically. It lets
students reason and arrive at an answer
themselves.” Mr. Laurence finds that the series
provides a lot of problems that encourage
critical thinking. “Kids have to think before
reacting to the problems that are throughout
these texts. The problems and activities go
beyond typical everyday context, and challenge
our students.”
Dr. Crane believes these books help develop
students’ skills in reading and writing of
mathematics, and applying concepts that they
need for the MCAS. “The types of questions
and problems that they encounter in these texts
prepare them for questions on the MCAS.”
Seeing Results
Results from the 2003 MCAS Grade 10
Mathematics for BMC Durfee High show an
increase in the percentage of students scoring
in the advanced and proficient performance
levels, as well as a decrease in the number of
students scoring in the needs improvement
performance levels. Dr. Crane says, “Our school
ranked second in improvement this past year on
the MCAS.” Ms. Mauretti shares, “Eighty-five
to ninety percent of my geometry students have
passed the MCAS in the past year!”
Because BMC Durfee has been seeing
improvement in student performance since
implementing Glencoe’s Algebra 1, Geometry, and
Algebra 2 series, they recently purchased the
latest 2004 edition of the text. Dr. Crane
comments, “My staff went crazy and just loved
the latest edition. It’s even more teacher-friendly,
student-friendly, and even parent-friendly. It
implements the standards better than anything
on the market today.” Ms. Mauretti says, “I am
extremely happy with the 2004 edition. I love
the way the book is set up and I love the
problems. With the new editions, I can see that
Glencoe cares about teachers, and I am glad.”
For More Information:
Andy Laurence, 9th Grade Teacher
BMC Durfee High School
360 Elsbree Street
Fall River, Massachusetts 02720
Phone: (508) 675-8100
E-mail: [email protected]
17
Edgewood High School
Ellettsville, Indiana
T
he small town of Ellettsville, Indiana (pop. 4,000), is located 8 miles
northwest of Bloomington and 55 miles southwest of Indianapolis.
Ellettsville is in the jurisdiction of the Richland-Bean Blossom
Community School Corporation and is home to Indiana University.
Edgewood High School serves the 796 9th–12th grade students that
have come through Richland-Bean Blossom’s two primary, one
intermediate, and one junior high school. Currently, 80% of Edgewood’s
students attend college.
A Solid Foundation
Mick Hammett, chair of Edgewood High School’s mathematics
department, explains their history with Glencoe’s Algebra 1, Geometry, and
Algebra 2 series. “We’ve been using the Glencoe series for 12 years,” he
states. “We started in 1992, and we’ve been through two adoption cycles
since. In the adoptions, I get samples from publishers. As a team, we go
through and compare and contrast the programs. It’s always a group
effort. The criteria we used last time were the clarity of the text’s
examples, its readability, and its alignment with state standards. We’ve
always felt, too, that the support materials offered by Glencoe are far
superior to others.”
Doug Uhls, mathematics teacher at Edgewood, also recalls the last few
years using Glencoe. “Glencoe’s books are clearly above and beyond
other books,” Mr. Uhls says. “We’ve always liked them. The main reasons
are the great supplementary materials and all the extra practice problems.
For math, that’s a must. We get stuff from other publishers all the time,
but we’ve decided to continue with Glencoe’s Algebra 1, Geometry, and
Algebra 2 series. At adoption time, each teacher puts in an opinion based
on their classes, and Glencoe has always worked well for us.”
Building Higher-Level Skills
Mr. Hammett feels confident that the Algebra 1, Geometry, and Algebra 2
series is providing Edgewood’s students with the mathematical skills that
they need for higher-level classes. “The junior high followed our lead
and adopted Glencoe Pre-Algebra,” he says, “and the series flows very well
together. These texts set up opportunities for the kids to use critical
thinking skills. There are situations, examples, and problems that help
them with the thinking process, as opposed to just memorizing a set
18
pattern. Most of our students seem to be well
prepared for pre-calculus. They have very little
difficulty in making the transition.”
English/Language Arts and math ISTEP, ISTEP
math proficiency, ISTEP language proficiency,
and attendance rate.
Mr. Uhls appreciates how concepts in the
Algebra 1, Geometry, and Algebra 2 series are
spiraled and interconnected. “There’s mixed
review in all the sections,” he explains. “This
series does a good job of mixed review, which is
important because math is such a vertical
subject where you build upon different
concepts. We use the Diagnostic and Placement
Tests at the beginning of each year to see where
the students are. It gives us a place to start from
and helps us see what skills might need to be
reviewed. That’s very helpful. When I first
started at Edgewood I taught algebra, and then
was away from it for a couple of years. When I
came back to teaching algebra, the students
seemed to be better prepared than ever before.”
Mr. Hammett credits much of this success to
Glencoe’s Algebra 1, Geometry, and Algebra 2 series’
alignment with Indiana state standards. “These
books are written with the standards in mind.
They make it easy for us to have a checklist and
check off our state standards to assure that
we’re covering each area well.” Mr. Uhls sums
up their opinions by saying, “We’ve been very
pleased with these books. They do a good job
with the basics and with more challenging
topics. The Glencoe series covers everything
we need and more.”
A History of Excellence
Indeed, Edgewood High School’s students have
a long history of academic excellence and
continuous improvement. Over the past several
Percent of Students Passing 10th Grade ISTEP Math Standard
100%
Indiana
Average
80%
Edgewood
60%
40%
20%
0%
1997–98
1998–99
1999–00
2000–01
years, scores on the ISTEP+ (Indiana Statewide
Testing for Educational Progress) 10th grade
standardized mathematics test have been
consistently improving, putting Edgewood well
above Indiana’s public school averages. In
2002–2003, Edgewood won Indiana’s “Four Star
School Award” for being in the top 25% of all
Indiana public schools in four categories—
percentage of students passing both
2001–02
2002–03
For More Information:
Mick Hammett, Mathematics
Department Chair
Edgewood High School
601 Edgewood Drive
Ellettsville, Indiana 47429
Phone: (812) 876-3205
E-mail:
[email protected]
19
Rapides Parish Public School District
Alexandria, Louisiana
R
apides Parish (pop. 126,337), named for the “rapids” in the nearby Red
River, is located in the geographic center of Louisiana. Comprised of
eight cities, the largest of which is Alexandria, Rapides Parish Public
School District currently serves over 24,000 students at 54 facilities.
Alexandria Senior High School, Oak Hill High School, and Tioga High
School are three of eleven high schools in Rapides Parish. Alexandria
Senior High School, located in Alexandria, has an enrollment of
approximately 1,000 9th–12th graders. Oak Hill High School, located
in Hineston, serves just over 300 predominantly Caucasian students.
Tioga High School, located in Tioga, serves approximately 950 students,
74% Caucasian, 23% African American, 2% American Indian,
1/ % Asian/Pacific Islander, and 1/ % Hispanic/Latino.
2
2
Adoption Process
Every seven years, Rapides Parish Public School District conducts a
textbook adoption process. Connie Tyler, curriculum coordinator and
assistant principal at Alexandria Senior High explains, “The state adopts
several books for the districts to choose from. At the district level, we
form a textbook committee with one teacher from each school. They
look at the materials provided by the different publishers, and bring
them back to their schools to share with their colleagues and get input.
Then the committee comes back together and votes on a textbook for
the district to adopt.”
Johnnette McNeal, mathematics department chair at Tioga High School
recalls, “Our school chose Glencoe because it was easy to read, organized
well, came with supplementary materials, and the biggest feature for us
was the real-world applications. The text we were using before did not
have any real-world applications, and did not have the power of the
supplementary materials.” Colleague Jody Goodman, Tioga High
Algebra 1 teacher agrees. “The book had a lot more application problems,
and the other books we looked at were just drill and practice. With
Glencoe’s Algebra 1, Geometry, and Algebra 2 series, there were examples that
were easy to follow and plenty of extras to use.” Lynn Johnson, Alexandria
High teacher shares, “Our department also came to consensus about
Glencoe being the program for us. It incorporated a lot more technology,
its activities and applications were real-world, and the information was
broken down into small enough pieces so that students could grasp it
more easily.”
20
Rapides Parish adopted Glencoe’s Algebra 1,
Geometry, and Algebra 2 series and implemented
them in the 1998–1999 school year. Algebra 1 is
used predominantly in 9th grade, Geometry in
10th grade, and Algebra 2 in 10th and 11th
grades.
Classroom Experience
Glencoe’s Algebra 1, Geometry, and Algebra 2 series
is meeting the needs of classrooms throughout
Rapides Parish. Ms. Tyler states, “Our teachers
were very excited when we adopted this
Glencoe series five years ago, and they have
not complained at all about it, which for a high
school teacher is a very high compliment. It’s a
good sign when there are no complaints; it
means things are going well. I think the
Glencoe series has all the things teachers need
to teach to our state benchmarks.”
Monica Ward, Oak Hill High 9th & 10th grade
math teacher shares, “Glencoe’s Algebra 1,
Geometry, and Algebra 2 series is easy to use. It
follows our state benchmarks, and has
supplemental materials. I like the Dinah Zike’s
Teaching Mathematics with Foldables. It is wonderful
because it is different, and hands-on.” Ms.
Goodman finds the series easy to follow also,
and especially likes the application problems
because “They are varied and there are a lot to
choose from. With Glencoe, there is just so
much to pull from to build your lesson.” Ms.
Johnson also echoes her colleague’s comments
and says, “There are various kinds of activities
included in the text that lend themselves to
different learning styles, such as activities with
manipulatives or technology, or larger projects
where kids can work in groups.” Ms. Johnson
successfully uses the following supplementary
materials with her students: WebQuest Projects,
Vocabulary PuzzleMaker CD-ROM, Teaching Algebra
with Manipulatives, Reading and Writing in the
Mathematics Classroom, Diagnostic and Placement Tests,
and the TestCheck and Worksheet Builder CD-ROM.
Teachers from the district not only find the
materials teacher-friendly, but they also find
that the series teaches mathematical thinking
and reasoning as opposed to just memorization
of functions. Ms. Ward believes the series
teaches “higher-order learning in each section
by posing critical thinking problems that ask
the student to apply what they are taught.”
Ms. Johnson believes “the questions asked in
individual sections try to pry common sense
answers from the students; answers that are not
typically memorized. Students have to
formulate their own answers and conclusions.”
Gradual Improvements
Ms. Ward reports, “I’ve seen improvement in
skill development from year to year with
Glencoe’s Algebra 1, Geometry, and Algebra 2 series,
and from the beginning of a year to the end of
a year.” State test results support Ms. Ward’s
comments. In Louisiana, students in 10th grade
are required to take an examination called the
GEE 21, or Graduation Exit Examination for
the 21st Century. The exam is correlated with
the state’s academic standards and benchmarks,
and measures student skills in English and
mathematics. Students are scored on five
achievement levels: advanced, proficient, basic,
approaching basic, and unsatisfactory. Ms. Tyler
reports, “Our scores improved in 2002, with
65% of our students scoring proficient to basic,
and in 2003, 72% of our students scoring
proficient to basic. The test has been updated
for the next year’s testing, and we hope that our
student scores will still go up with Glencoe’s
support.”
For More Information:
Connie Tyler, Assistant Principal &
Curriculum Coordinator
Rapides Parish School District
800 Ola Lane
Alexandria, Louisana 71303
Phone: (318) 448-8206
E-mail: [email protected]
21
Rock Hill School District
Rock Hill, South Carolina
R
ock Hill, South Carolina (pop. 49,765), is located in the northcentral part of the state, about 25 miles south of downtown
Charlotte. Rock Hill School District has 15 elementary schools,
four middle schools, and two high schools. Their student population is
56% Caucasian, 37% African American, 3% Latino, 2% Asian/Pacific
Islander, and 2% American Indian/Native Alaskan.
Implementing Change
Julia Robbins is an instructional specialist for Rock Hill School District,
responsible for coordinating mathematics education in kindergarten to
twelfth grades. She explains their process for mathematics textbook
adoption during the 2002-2003 school year: “During each cycle, we get
to choose from five programs on the state-approved list, and Glencoe’s
Algebra 1, Geometry, and Algebra 2 series was one of the choices. I obtain
samples of the texts and our committee reviews each with a textbook
rating form.” The textbook adoption committee included one Algebra 1
teacher, one Algebra 2 teacher, and one Geometry teacher from each
high school, plus one Algebra 1 teacher from each of Rock Hill’s middle
schools.
According to Ms. Robbins, the rating form covered many features,
including quality and clarity of lesson design, quality and quantity of
teacher support, and alignment with state standards. “The teachers rate
each text on a separate form,” Ms. Robbins explains. “But the main
question is: do they like the series and do they want to use it in their
classrooms? I have input and I can make suggestions, but the teachers
need to be happy with their choice. I’ve also learned to be very careful
about alignment with state standards. Sometimes publishers say a book
is aligned and you begin teaching, and it’s not. The Glencoe Algebra 1,
Geometry, and Algebra 2 series is right on target.” Susan Cobb, an 8th grade
Algebra 1 teacher at Rawlinson Road Middle School agrees with Ms.
Robbins: “I think Glencoe Algebra 1 aligns very well with the state
standards. With our old texts, there were some holes. With Glencoe’s
texts, I haven’t had to supplement at all.”
Ms. Robbins and the textbook adoption committee agreed, and Glencoe’s
Algebra 1, Geometry, and Algebra 2 series was adopted district-wide, starting
in the 2003–2004 school year.
22
Tools for Success
According to Ms. Robbins, one of the primary
criteria for choosing new mathematics
textbooks is how well they will support Rock
Hill’s teachers. “One thing I think about, as a
district representative, is the teachers that
might not be as strong,” she states. “I think
about the teachers who are new or who may
not be as creative as others. The better the
program you can put in their hands, the better
teaching you’ll get. The Glencoe Algebra 1,
Geometry, and Algebra 2 series will help them to be
better teachers. If you use this program, you
really can’t go wrong. The lesson organization
is very strong; there are good ancillary materials
to make all teachers more effective and a
beginning teacher more confident.”
Ms. Cobb agrees that the Algebra 1, Geometry,
and Algebra 2 series supports her in her daily
teaching. “I think this series is very easy to use,”
she says. “The Teacher Wraparound Edition has got
it all laid out for you, and you can access
everything on CD-ROM. I can print out a
handout that I need right there in class if I run
out of copies or for a child who’s absent. There
are so many different tools for assessment, as
well. There are practice workbooks, practice
tests, and a test generator. With the test
generator, I can manipulate the questions to
provide different types of questions, like
multiple choice and short answer. There are
word problems and real-life situations, so the
students understand what they’re doing and
why. I’ve also taken advantage of Teaching Algebra
with Manipulatives. It’s great for visual learners
that need to see examples and diagrams. My
students also really enjoy the Foldables™ as an
alternative to traditional notes.”
Integrating Technology
Ms. Robbins feels that another important piece
of Glencoe’s Algebra 1, Geometry, and Algebra 2
series is its balance of traditional content and
opportunities for use of technology. “Glencoe
has always provided tremendous amounts of
teacher support,” she says. “The series saves
teachers time in making lesson plans and tests;
all the effort was put into this series for them.”
Ms. Cobb and her students have been taking
advantage of many of the technological features
of the Algebra 1, Geometry, and Algebra 2 series.
“I use the Glencoe Web site, the TeacherWorks
CD-ROM, the Interactive Chalkboard CD-ROM,
and the TestCheck and Worksheet Builder CD-ROM,”
she states. “Our parents were very pleased at
open house this year with all the resources that
go along with Algebra 1. They really like that
there’s a Web site and that their children can
study for tests online.”
High Expectations
Though they are only in their first school year
using Glencoe’s Algebra 1, Geometry, and Algebra 2
series, Ms. Robbins and Ms. Cobb have high
expectations for the future. “The lower grades
use Glencoe’s Mathematics: Applications and Concepts
and Pre-Algebra, and we think it will flow well,”
says Ms. Cobb. “We’re also going to get farther
in Algebra 1 this year than before. Glencoe is
just a great series. It has something for every
type of teacher.”
With help from the Glencoe Algebra 1, Geometry,
and Algebra 2 series, Ms. Robbins also expects
Rock Hill’s faculty and students to flourish. “It’s
important to me that this series has plenty of
resources to support our teachers and students.
If our teachers are unhappy with a text, my life
is miserable. Honestly, I didn’t adopt this series
because it would make my life easier, but it has!”
For More Information:
Julia Robbins, Instructional
Specialist
Rock Hill School District
P.O. Box 10072
Rock Hill, South Carolina 29731
Phone: (803) 981-1058
E-mail: [email protected]
23
Other Comments on the Glencoe Pre-Algebra,
Algebra 1, Geometry, and Algebra 2 Series
Content/Skills-Building
“In general, Glencoe materials are in a much more user-friendly format,
with illustrations that are up-to-date and real-life examples that get the
kids’ attention. Its Pre-Algebra is a well thought out program with interestgrabbing examples presented in eye-catching format, along with plenty
of practice. It’s a great program for students as well as for teachers.”
Sherry Billings, Teacher
Carver Middle School, Virginia
“I think Glencoe Pre-Algebra teaches reasoning very well with its emphasis
on word problems, and not just number problems. Word problems force
students to do some reading and pick necessary information to solve a
problem. The real-world application problems at the beginning of each
chapter also help.”
Paul Roberts, 8th Grade Teacher
Carroll Junior High Magnet, Louisiana
“Glencoe’s Algebra 1, Geometry, and Algebra 2 series is more alive and
student-centered. It is visual and has excellent examples. It is great help
for me writing lesson plans, especially when students are absent. I love
the supplementary materials; they are excellent.”
Lizan Alleyne, Teacher
F.W. Springstead High School, Florida
Ease of Use/Flexibility
“Glencoe Pre-Algebra is absolutely easy to use. It has a lot of flexibility and
gives you a variety of ways to present the material. It lets the teacher use
his or her own ability to implement the material, instead of having only
one way. It is not rigid, but very flexible. It also has a lot of practice for
the students, as well as all the online supplemental materials that they
can use. The textbook we were using before had very few examples, no
applications, and had no supplemental materials to accompany it. It was
really boring and difficult to get the students motivated to learn.”
John Epperson, Mathematics Department Chair
Meadowbrook High School, Ohio
“One of the keys to Glencoe Pre-Algebra is its flexibility/versatility, which
allows me to diversify my instruction to reach all my students and their
wide range of abilities. It offers a variety of materials so that lessons can
be differentiated to fit all learning styles. With a diverse population,
instruction must be differentiated so that each student can achieve their
potential. Glencoe Pre-Algebra allows for this and makes it easy to do.”
24
Linda Gibson, Mathematics Department Chair
Anderson High School, Indiana
“I find Glencoe Pre-Algebra very easy to use. The pacing of the lessons is really well done,
and the sequencing is much better than other books I have seen. The supplemental
resources that reinforce learning are excellent, and the assessment materials in the book
and included with the supplemental resources are right on. I really like that there is a
review at the end of each chapter that gives me a feel of where my students are and
whether or not I need to do some reteaching.”
Anthony Gillespey, 7th Grade Teacher
Parkland Middle School, Texas
“Glencoe Pre-Algebra is an excellent textbook and I would recommend it to any school. It’s very
user friendly, and has sufficient examples. It is also formatted exactly how you would teach
the lesson, with the objectives, followed by examples, guided practice, and then practice
problems for students to do on their own. One feature I particularly like is the 5-Minute Check
Transparencies with Standardized Test Practice. I use one a day at the beginning of the class, as a
problem of the day. They are a lifesaver, and an excellent way to refresh students’ memories.”
Paul Roberts, 8th Grade Teacher
Carroll Junior High Magnet, Louisiana
“This series is easy to use. What I like about Glencoe’s Algebra 1, Geometry, and Algebra 2
series is all the additional resources, the workbook, the test bank, all the various
booklets, the cumulative review, the mid chapter tests, and the computer resources.”
Ellen Porcaro, Mathematics Department Chair
Preston High School, New York
“I think that Glencoe’s Algebra 1, Geometry, and Algebra 2 series is very easy to use and I use
my time wisely. Once a teacher gets a complete kit—textbook and supplementary
materials—it gives you guidelines of what you can do and use with each lesson. We use
the Algebra 1 textbook for Algebra 1a and 1b at our school and the text already
addresses how to use it over two years for slower learners. It also tells you how to use it
with the general population and with honors students.”
Lizan Alleyne, Teacher
F.W. Springstead High School, Florida
Student Response/Success
“Glencoe Pre-Algebra has challenged our students to a higher level of standard. It makes our
students successful as 8th grade algebra students, and also makes them score higher on
state test scores, which makes us teachers very happy.”
Nancy Blankenship, Mathematics Department Chair
Parkland Middle School, Texas
“I think the students definitely like this book better, because they can see something real
that relates to something in real life, versus looking at the abstract. With this series they
see things that they see on TV and elsewhere. Many students are able to read and do
examples by themselves, even the absent students. I think my students’ skills have
improved and that they are successful because of Glencoe’s Algebra 1, Geometry, and Algebra
2 series.”
Lizan Alleyne, Teacher
F.W. Springstead High School, Florida
25
Appendix
Research Supporting Content and Instruction in Glencoe’s Pre-Algebra,
Algebra 1, Geometry, and Algebra 2: A Selected Annotated Bibliography
T
he following list of research provides a brief overview of findings in
mathematics education. Each of these, along with additional research, has
played a role in the development of Glencoe’s Pre-Algebra, Algebra 1, Geometry,
and Algebra 2. The authors continue to update the programs as new studies are
published and new research on instructional methods becomes available.
Booth, L. (1988). Children’s difficulties in beginning algebra. In A. F. Coxford
(Ed.), The ideas of algebra, K–12. 1988 Yearbook of the National Council of
Teachers of Mathematics, Reston, VA: NCTM.
Boyd, Carter, Cummins, Flores, & Malloy. (2004). Geometry, Glencoe, p. 90.
Bretzing, B. H., & Kulhary, R. W. (1979). Notetaking and depth of
processing. Contemporary Educational Psychology, 4(2), 123–153.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels
of development in geometry. Journal for Research in Mathematics Education.
Carter, J. F., & Van Matre, N. H. (1975). Note taking versus note having.
Journal of Educational Psychology, 67(6), 9-00-904.
Chazan, D. (1993). High school geometry students’ justification for their
views of empirical evidence and mathematical proof. Educational Studies in
Mathematics, 24, 359–387.
Choi-kuh, S. S. (1999). A student’s learning of geometry using the computer.
Journal of Educational Research, 92, 301–311.
Clements, Douglas H., & Batista, M. T. (1992). Geometry and spatial
reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics
teaching and learning (pp. 420–464). New York: Macmillan.
Davis, B. M. (1998). Middle school algebra: Variables for success. (Research
report.) Available from Eric Document Reproduction Service, ED 436 363.
Demana, F. (2000). Using technology to prepare all students for success in
algebra. Columbus, OH: The Ohio State University.
DeVaney, T. A. (1996). The effects of instructional practices on computation
and geometry achievement. Paper presented at the meeting of the Mid-South
Educational Research Association, Tuscaloosa, AL.
De Villiers, M. (1990). The role and function of proof in mathematics.
Pythagoras, 24, 17–24.
Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking
in geometry among adolescents [Monograph 3]. Journal for Research in
Mathematics Education, Reston, VA: NCTM.
Henderson, D. W. (1996). Experiencing geometry on plane and sphere.
Upper Saddle River, NJ: Prentice Hall.
Jacobson, C. (2000). Teacher appropriation and student learning of geometry
through design, Journal for Research in Mathematics Education, 31.
26
Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.),
Handbook of research on mathematics teaching and learning (pp. 390–419). New York,
NY: Macmillan.
Kinzel, M. T. (1999). Understanding algebraic notation from the students’ perspective.
Mathematics Teacher, 92(5), 436–442.
Lawson, M. (2000). Knowledge connectedness in geometry problem solving, Journal for
Research in Mathematics Education, 31.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that
Works, ASCD, Alexandria, VA.
Mitchelmore, M. C., & White, P. (1998). Development of angle concepts: A framework
for research. Mathematics Education Research Journal, 10, 4–27.
Monroe, E. E. (1997). Using graphic organizers to teach vocabulary: How does available
research inform mathematics instruction? (ERIC Document Reproduction Service No.
ED 414 256)
National Council of Teachers of Mathematics (2000). Principles and Standards for
School Mathematics. Reston, VA: NCTM.
National Research Council (1998, September). Nature and role of algebra in the K-14
curriculum: Proceedings of a National Symposium (Washington, DC, May 1997).
Washington, DC: National Academies Press.
No Child Left Behind Act of 2001, Section 9101, item 37.
http://www.ed.gov/legislation/ESEA02/pg107.html#sec9101
O’Callaghan, B. R. (1998). Computer-intensive algebra and students’ conceptual
knowledge of functions. Journal for Research in Mathematics Education, 29, 21–40.
Philipp, R. A. (1992). A study of algebraic variables: Beyond the student-professor
problem. Journal of Mathematical Behavior, 11, 161–176.
Posamentier, A.S. (1989). Geometry: A remedy for the malaise of middle school
mathematics. Mathematics Teacher, 82(9), 678–80.
Post, T., Behr, M., and Lesh, R. (1988). Proportionality and the development of pre-algebra
understanding. In A. F. Coxford & A. P. Schulte (Eds.), The ideas of algebra K–12 (1988
Yearbook of the National Council of Teachers of Mathematics). Reston, VA: NCTM.
Realy, L. (2000). A study of proof conception in algebra. Journal for Research in
Mathematics Education, 31.
Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers are
superior to outlines in improving learning from text. Journal of Educational Psychology.
Senk, S. L. (1989). van Hiele levels and achievement in writing geometry proofs. Journal
for Research in Mathematics Education, 20, 309–321.
Smith, E. (2003). Stasis and Change: Integrating patterns, functions, and algebra throughout
the K–12 curriculum. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A Research
Companion to Principles and Standards for School Mathematics. Reston, VA: NCTM.
Sutherland, R., & Rojano, T. (1993). A spreadsheet approach to solving algebra
problems. Journal of Mathematical Behavior, 12, 353–383.
Swafford, J. O., Jones, G. A., & Thornton, C. A. (1997). Increased knowledge in geometry
and instructional practice. Journal for Research in Mathematics Education, 28, 467–483.
Wenger, R. H. (1987). Cognitive science and algebra learning. In A. H. Schoenfeld
(Ed.), Cognitive science and mathematics education (pp. 217–251). Hillsdale, NJ:
Lawrence Erlbaum Associates.
27