The College-Preparatory Curriculum as an Instrument of Educational Guidance

1948 ◽  
Vol 56 (3) ◽  
pp. 163-167
Author(s):  
Guy N. Harriger
Keyword(s):  
College Preparatory ◽  
Educational Guidance ◽  
College Preparatory Curriculum

The Problem of a Non-College Preparatory Curriculum in Mathematics and Suggestions for Its Solution

1947 ◽  
Vol 40 (1) ◽  
pp. 8-13
Author(s):  
C. C. Fabing
Keyword(s):  
High School ◽  
High Schools ◽  
College Student ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Class I ◽  
College Preparatory ◽  
School Subjects ◽  
College Preparatory Curriculum ◽  
The Way

Most mathematics teachers have been aware that the non-college student has been neglected so far as getting his rightful share of mathematics has been concerned. In most instances the awareness was passed passed off with a shrug of the shoulders and the blame for not establishing these courses, passed onto some one else. The need has become so acute that the tail is wagging the dog and it would seem that some action may be taken to aid in solving the problem. If you will check the number of graduates in your high school and the number of these graduates who enter college, you will find that only about 15% of the group go on to college. It must be admitted then, that we have constructed our mathematics curriculum largely for the 15% and the remaining 85% have received little or no consideration in mathematics and most of that was a make shift, hit or miss proposition. In some high schools, it is possible for a pupil to graduate without being required to pursue any class in mathematics. If a search were made, I suspect that many more high schools are permitting this situation than we know. Mathematics teachers as a group are rather complacent and hold the dignity of their profession on a high plane. This is as it should be. Since we are supposed to know the meaning of facts as expressed in figures, then we must admit that 85% of a graduating class is a greater responsibility than 15% of the class. To reach 85% of the class, I hope that we will bestir ourselves from this smug complacency in academic mathematics and lend a helping hand to those who need, but seldom get any mathematics. We must become mathematical missionaries and carry the gospel truth to the majority who need aid in mathematics other than that prescribed for the selected few who go to college. We must show the way or continue to see school subjects with less concrete usefulness and more aggressive leaders reducing our mathematics time in the curriculum.

scholarly journals Predicting College Completion Among Students With Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 234-244 ◽  
Author(s):  
Meifang Yu ◽  
Jeanne A. Novak ◽  
Matthew Ryan Lavery ◽  
Brooks R. Vostal ◽  
Julia M. Matuga
Keyword(s):  
Learning Disabilities ◽  
Transition Planning ◽  
College Preparatory ◽  
College Completion ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
College Preparatory Curriculum ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
College Bound Students

The authors analyzed National Longitudinal Transition Study–2 (NLTS2) data to examine the role of high school academic preparation and receipt of postsecondary academic support services (PASS) in predicting college completion among students with learning disabilities. Logistic regression analyses revealed that students who earned a 3.0 grade point average (GPA) in a college preparatory curriculum were more than twice as likely to complete college than those with a similar GPA who did not complete a college preparatory curriculum. Furthermore, among students who completed a college preparatory curriculum, earning a higher GPA and accessing PASS both dramatically increased the likelihood that they would complete college. Results underscore the importance of incorporating a college preparatory curriculum into transition planning for college-bound students with learning disabilities.

Compound Growth And Related Situations: A Problem-Solving Approach

1982 ◽  
Vol 75 (8) ◽  
pp. 640-644
Author(s):  
Francisco Soler ◽  
Richard E. Schuster
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Secondary School ◽  
Junior College ◽  
College Preparatory ◽  
College Curriculum ◽  
College Preparatory Mathematics ◽  
Practical Mathematics ◽  
College Preparatory Curriculum ◽  
Mathematical Applications

In the traditional secondary school and junior college curriculum, “practical mathematics” and “college preparatory mathematics” have been treated as non- overlapping courses. Topics that are common mathematical applications have been relegated to courses that are remedial in nature. The outcome is quite predictable: mathematical modeling and the development of algorithms are almost totally ignored and results are presented in cookbook form. As a consequence, two things occur: students in the typical college preparatory curriculum miss being exposed to many practical aspects of mathematics, and students in non-college preparatory courses miss being exposed to the thrill of making mathematics. This latter group frequently believes that mathematics is the use of magic formulas that capriciously appear to work.

Sign in / Sign up

Export Citation Format

Share Document