Background

In recent years, parents and students in Newtown have asked for clarity and support in planning for the transition to high school, especially in the areas of math and science.  This is critical for students who are college bound and required to take rigorous coursework that will ensure a strong academic foundation.  The following policy brief addressed the underlying idea that all students need to be more fully prepared:

Across states, the push for more rigorous coursework, higher graduation requirements, and graduation exams has generated concern for students who enter high school poorly prepared for college prep courses. And, there is good reason to be concerned. Nationally, fewer than 30 percent of eighth-graders scored proficient on the 2005 NAEP mathematics or reading tests (Education Week, 2007).   

In Connecticut, like other states, math education continues to be aligned with Common Core Standards (CCS) in order to develop consistency and rigorous programs for all learners.  

However, in order for Newtown students to be well-prepared, they have to understand the learning pathways that exist for them and the opportunities to access advanced courses from intermediate, middle school and throughout their high school career.  Therefore, if a student wants to pursue college and advanced level courses as part of his or her Newtown High School academic program, then this academic path needs to begin in the intermediate and middle school years (e.g, algebra). Students and their parents should have information available to them early on about the opportunities they have in math so they understand what will be expected in order to have access to courses, programs, and enrichment experiences in order to be successful.