Doing the Math - JHU Mathematics - Johns Hopkins University

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It is important to note that the College Level Math Test assesses skills in intermediate
algebra through precalculus. It includes material widely considered to be collegelevel
material and is recommended in the Coordinator’s Guide as a placement test for
courses up to and including introductory calculus. Because it assesses college-level
material, it may not be appropriate for students who have not already studied
mathematics at this level.
Maryland’s Voluntary State Curriculum (VSC) for High School Mathematics
There are three state-provided VSCs for High School Mathematics: Algebra I/Data
Analysis, Geometry, and Algebra II. Their organization and terminology is
inconsistent. However, there are a few important general statements:
• Broad goals are stated and then further subdivided. The indicating statements
are generally not skill specific and may include additional clarification under the
headings of “Skill Statement” and “Assessment Limits.” These clarifications are
vital to understanding the skills that are expected to be taught. However, even
with these clarifications, it is sometimes still not clear if, and to what extent, a
particular skill is expected to be mastered.
• Both VSCs for algebra include material that is entitled “Additional Topics Would
Include,” or “Additional Topics.” 14 The publicly available material on the
“Additional Topics” implies that they are, as their name suggests, optional topics.
They are explained as “content that may be appropriate for the curriculum but is
not included in the Core Learning Goals.” This statement seems to imply that
coverage of these topics is optional, so this report treats them as if they are not
necessarily included as part of the VSC. The “Additional Topics” are sometimes
most illuminating in that a topic’s appearance in this category implies that it is
not included as part of the VSC. For example, in the Algebra I/Data Analysis VSC,
most of the material on factoring appears in this section. The material included
in "Additional Topics” forms the backbone of a usual algebra I course, so its
lack of inclusion in the VSC itself is notable.
As a rule, it is very difficult to read the VSC to determine whether or not a particular
skill is included. The expectations are very broadly stated and are subject to
interpretation on the part of the reader. For example, one indicator for Algebra
I/Data Analysis states: The student will recognize, describe, and/or extend patterns
and functional relationships that are expressed numerically, algebraically, and/or
geometrically. This could include a wide range of particular skills spanning naïve to
sophisticated levels of mathematics. Clarification of the meaning of the indicators
may be provided in the “Assessment Limits” and “Skill Statement” that accompany it,
but these are not always clear. For example, the “Assessment Limits” for the above
indicator includes the following: The student will not be asked to draw threedimensional
figures. No further reference or clarification is given with regard to this
remark or what it may imply about the indicator; the meaning of it remains unclear.
Doing the Math 9