Support for the Report on Content
Standards in Mathematics for High School Graduates

AS-2353-96/AA - November 7-8, 1996

RESOLVED: That the Academic Senate of the California State University endorse the report of the Task Force on Mathematics Graduation Standards (sponsored by the California Education Round Table) entitled Content Standards in Mathematics for High School Graduates; and be it further

RESOLVED: That the Academic Senate CSU urge the Chancellor to work with the California Education Round Table to ensure the implementation of the report on the Content Standards in Mathematics for High School Graduates; and be it further

RESOLVED: That the Academic Senate CSU commend the Task Force on Mathematics Graduation Standards for its cooperative spirit involving the four segments of education (UC, CSU, CCC and K-12) as well as representatives from the community and for the development of the report, Content Standards in Mathematics for High School Graduates.

RATIONALE: The California Education Round Table (CERT), composed of leaders of leaders of education in California, has called for a consensus on standards of knowledge and skill in English and mathematics which all students should demonstrate by the time they have completed their secondary education. Toward that end, CERT, acting through the Intersegmental Coordinating Committee, appointed two task forces considered to be representative of the interests of parents, the community, business, teachers, administrators, and faculty members from higher education. The task forces were charged with presenting standards for high school graduation. CERT anticipates that implementation of these standards will reduce or eliminate the need for remedial instruction in English and mathematics in both the workplace and in post-secondary education.

Although the goal of the Task Force on Mathematics Graduation Standards was to develop standards expected for all graduates from high school, they did delineate between these standards and those that are expected of college-bound students. Indeed, college-bound students will take additional college preparatory courses in mathematics. College-bound students will be expected to perform at a higher level, i.e., "have greater facility and fluency with the basic techniques of mathematics, a deeper understanding of the underlying concepts and the logical reasoning that is central to mathematics." (p. 8)

APPROVED UNANIMOUSLY -- January 23-24, 1997



 
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