We have established the following benchmarks to measure student progress in attaining math proficiency:
By the end of sixth grade students should understand the
relationships among numbers and number operations and understand how
mathematics can be used to solve problems in the real world. In
addition, they should be able to use concrete materials to represent
By the end of eighth grade, we envision that all students will
have a solid understanding of ratio and proportion. In addition, we
envision that all students will have had exposure to the Algebra I
curriculum. For some, this will lead to mastery of the Algebra I
curriculum in eighth grade. For other students, it will be an
introduction that will prepare them to be ready for Algebra I in high
By the end of tenth grade, we strive to have all
students complete the study of Algebra 1 (or its IMP equivalent). By
graduation, our goal is to see all students achieve proficiency with
Algebra 1 and Geometry (or their IMP equivalents) which will prepare
them to continue their education at the college level if they choose. We
see these as ‘gatekeeper courses’ which are essential for students to
master, whether for entering the work force or continuing their
education. At the same time, we envision the majority of students taking
four years of high school mathematics while some will complete the high
school math offerings and further their study of mathematics by
enrolling in math classes at one of the area colleges.
We need to regularly and consistently measure and monitor our performance
as teachers, administrators, and other educational leaders in the
Amherst community in helping our students meet the benchmark
expectations listed above. The following data will be analyzed on an
annual basis in order to assess our success as professionals:
MCAS mathematics performance data analysis both in the aggregate and by sub-group in grades four, six, eight, and ten.
Number and percent of students completing algebra in grade eight and in grade nine.
Number and percent of students completing calculus by the end of grade 12.
Number and percent of students in honors courses in mathematics at
the High School (also disaggregated by race, class, and gender).