The 2005 LSU/SU/LRCE Middle School and

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The 2005 LSU/SU/LRCE Middle School and High
School Mathematics Workshop   From Algebra to AP
Calculus, The Comprehensive Curriculum, Vertical
Alignment Vertical Teams   Monday, July 18
Friday, July 22, LRCE, Baton Rouge Monday, July
25 Friday, July 29, Grand Casino, Biloxi
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Agenda Monday, July 18
800-930 Greeting Introductions, Project
Rationale and Goals, Technicalities 930-945 B
reak 945-1215 Vivian Stephens,
College Board Mathematics Vertical
Teams 1215-100 Lunch (sandwiches and
soft drinks will be provided) 100-300
Vivian Stephens, College Board Mathematics
Vertical Teams
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Project Personnel Presenters
Kevin Blount, Mathematics Chairperson, Holden
High School (Vertical Alignment Teams) Mandy
Boudwin, Lutcher High School (Comprehensive
Curriculum Writer)Jim Carroll, Math Chairperson,
Baker High SchoolScott Champagne, Department of
Mathematics, LSUGeorge Cochran, Associate Chair
of Instruction, Department of Mathematics,
LSURaphael Curtis, The College Board, Southern
Regional Office (Vertical Alignment Teams) Fan
Disher, Mandeville High School (Comprehensive
Curriculum Writer)Zoe S. Harrell, University
Laboratory School, LSU (Comprehensive Curriculum
Writer)Patricio Jara, Department of Mathematics,
LSUTeri Lawrence, Louisiana Resource Center for
Educators (Technology Everything Else)Donna
Lee, Istrouma High SchoolKim Melancon, St. Amant
High School (Comprehensive Curriculum
Writer) Joseph Meyinsse, Department of
Mathematics Chair, Southern UniversityFrank
Neubrander, Department of Mathematics, LSUMillie
Powell,  Walker High SchoolRebecca Runnels,
Runnels School (Comprehensive Curriculum
Writer)Bobby Stecher, Department of Mathematics,
LSUVivian Stephens, The College Board (Vertical
Alignment Teams) Kevin Tubbs, Department of
Mechanical Engineering, LSU

• Kevin Blount,

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Support

• National Science Foundation GK-12 Fellows Program
  at LSU
• Louisiana Education Quality Support Fund
  (Traditional and Undergraduate Enhancement).
  Overcoming Louisianas Math Gap From Algebra to
  Calculus.
• Louisiana Education Quality Support Fund
  (Education Enhancement). Enhancement of
  Mathematics Preparedness for Postsecondary
  Education.
• Louisiana Education Quality Support Fund
  (Education Enhancement). Enhancement of Advanced
  Placement Opportunities.

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2005 Schools
High Schools Istrouma, Walker, Baker,
Glen Oaks, East Iberville, Belaire, Broadmoor,
Tara, Denham Springs,
Sillivan, St. James Middle Schools Capitol,
Kenilworth
Tentative List of Participants Armstrong,
Terry (Istrouma) Bain, Timothy  (Tara) Bergeron,
Karen (Baker) Carroll, Jim (Baker) Champagne,
Scott (St. James) Conachen, Joe (Baker) Earle,
Trey (Glen Oaks) Faradj, Mabrouck  (St. James)
Flake, Amy (Denham Springs) Fleet,
Leslie (Kenilworth) Lee, Donna (Istrouma)
Perkins, Thomas (Silliman Institute) Powell,
Mildred  (Walker) Randolph, Charlene (Broadmoor)
Raush, Linda (Broadmoor) Ruffin,
Karin (Kenilworth)Sept, Hazel  (Capitol) Simms,
John (Belaire) Stansbury, Emme (Denham
Springs) Stewart, Symentress (Capitol) Tyler,
Kate (St. James) Wiggins, Tarra (Istrouma)
Williams, Jamie (Walker) Woods, David (Tara)
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Why Calculus

• For the older generation it was okay coming to
  college without prior exposure to calculus. But
  these days are long gone.
• Today, calculus is the gateway course to all
  college programs in scientific, technological,
  engineering, and mathematical disciplines.
• Calculus is the gateway to statistics and
  probability theory and, therefore, is a
  requirement for all business oriented programs.
• Calculus is a cornerstone of the modern
  scientific and technological language not being
  able to speak the language of calculus is a
  barrier to success in college and reduces
  significantly a persons economic viability.
• Exposure to Calculus leads to significantly
  higher ACT scores.

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Why Algebra
In our experience, students have a difficult time
dealing with the algebraic aspects of calculus.
The difficulties are often so overwhelming, that
teaching calculus past chapter two becomes
impossible. Our feeling is that so much time
has to be spent on preparing the bulk of students
for standardized tests, that the emphasis put on
more challenging algebraic procedures has often
become a forgotten part of the high school
curriculum. In the present politically dictated
fixation on lowering failure rates, the brightest
of our students are often those who are left
behind forever. Without sufficient practice and
exposure to a more challenging algebra
curriculum, our college bound students have very
little chance of being successful in the ever
growing number of undergraduate programs and
careers that demand such skills.
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DATA

• In 2003, out of 137,499 Louisiana 11th and 12th
  graders, only 4,179 took at least one AP exam.
  With 51 AP exams per 1000 11th and 12th graders,
  Louisiana is last in the nation (national average
  is 225 per 1000).
• In 2003, of the 325 public high schools only 72
  offered any AP classes, or 22. The national
  average is 66.
• In 2003, 175,094 students took the AP Calculus AB
  test in the US. In LA, 740. In LAs public
  schools, 337.
• LAs science, technology, and engineering
  departments suffer from low enrollment. In 2003,
  only 430 out of 161,000 undergraduates in
  Louisiana were math majors. Nationally, 1.2 of
  undergraduates are majoring in math compared to
  less than 0.3 in LA.

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Louisiana Public University Minimum Admissions
Criteria
ACT composite score of 20 or greater OR High
school GPA of 2.0 or greater OR High school
graduation rank top 50 of class AND Require no
more than one remedial course LSU-Shreveport,
McNeese, Nicholls, Northwestern, Southeastern,
UL-Monroe, Southern (S2006), LSU-Alexandria
(F2007), Grambling (F2010), Southern -N.O.
(F2010) ACT composite score of 23 or greater OR
High school GPA of 2.5 or greater OR High school
graduation rank top 25 of class AND Require no
more than one remedial course Louisiana Tech,
UL-Lafayette, UNO ACT composite score of 25 or
greater OR High school GPA of 3.0 or greater OR
High school graduation rank top 10 of class AND
Require no remedial coursework LSU Baton Rouge
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Percentage of 2004 Louisiana ACT-Tested Public
School Graduates Meeting Louisianas Admission
Standards for Fall 2005, Using ACT Composite
Scores
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DATA

• Since 1980, the number of STE positions has
  risen at more than four times the rate of growth
  for all jobs.
• For the period from 200010, employment in STE
  occupations will increase about three times
  faster than the overall growth rate for all
  occupations.
• Although every STE occupational group grew
  between 1980 and 2000 (the lowest growth, 81
  percent, occurred in physical sciences), the most
  explosive growth was in math and computer
  sciences, which experienced a 623 percent
  increase (177,000 jobs in 1980 compared with 1.28
  million jobs in 2000)

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Results 2004
Four new AP Calculus programs Five of the 22
students participating in an AP Calculus class at
Baker High (4), Walker High (13), and Plaquemine
High (5) passed the test with a score of 3.
Another four scored a 2. Two students became math
majors at LSU. The students at Istrouma High did
not take the test. However, like at all other
schools, the ACT scores improved
dramatically. 2005-06 Add another seven AP
Calculus programs 2006-11 Louisiana AP Calculus
Consortium
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Students Say High Schools Let Them Down By
MICHAEL JANOFSKY, The New York Times
DES MOINES, Iowa (July 15) - A large majority
of high school students say their class work is
not very difficult, and almost two-thirds say
they would work harder if courses were more
demanding or interesting, according to an online
nationwide survey of teenagers conducted by the
National Governors Association. The survey also
found that fewer than two-thirds believe that
their school had done a good job challenging them
academically or preparing them for college. About
the same number of students said their senior
year would be more meaningful if they could take
courses related to the jobs they wanted or if
some of their courses could be counted
toward college credit ..
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GOALS
School mathematics is a chain of courses that is
as strong as its weakest link. To strengthen this
chain, we are here to promote vertical teaming in
math in your schools. By searching for
connections between the math that we teach and
AP-level calculus, we ensure continuity in the
math curriculum. We want you to discuss the links
between Middle School Math, Algebra I II,
Geometry, Advanced Math and Trig., and AP
Calculus vertical alignment of the math
curriculum. We want you to go through the
States new comprehensive curriculum and discuss
strategies on how to implement it. To help you
to better address the needs of the high achieving
students at your schools, we will discuss
realistic strategies to develop, implement, and
support a vertically integrated mathematics
program at middle and high schools that leads to
a strong AP Calculus class in the senior year
LEAPdata query system. Finally, we want you to
become familiar with a variety of support systems
designed to assist teachers and schools that want
to introduce or strengthen their AP Calculus
programs.
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Paperwork Break
Please fill out the Teacher Information Sheet and
make sure that you signed in. Thank you!
945-300 Vivian Stephens, College Board
Mathematics Vertical Teams 1215-100 Lunch
(Sandwiches and Soft-Drinks will be provided)