Doing the Math - JHU Mathematics - Johns Hopkins University

APPENDICES
Statement” that accompany it. However, these are not always clear. For example, the “Assessment Limits” for
indicator 1.1.1 states: The student will not be asked to draw three-dimensional figures. No further reference or
clarification is given with regard to this remark, or what it may imply about the indicator, and the meaning of it
remains subject to interpretation.
There is also a section of the VSC labeled “Additional Topics Would Include,” and each indicator may have several
apparently optional subindicators of the form 1.1.1.1 (additional topic 1 for 1.1.1). The publicly available material
for the VSC states that the additional topics are “content that may be appropriate for the curriculum but is not
included in the Core Learning Goals.” The state further stipulates that students must complete courses in algebra
1/data analysis and geometry that include the CLG but fails to mention the “Additional Topics.” 2 This seems to imply
that the VSC does not necessarily include these topics, so the alignment treats them as if they are, indeed, optional.
The “Additional Topics” portion of the standards are then sometimes most illuminating in terms of what the
corresponding indicator does not include. For example, the factoring skills that form a large part of classical
algebra are included only as “Additional Topics” in the VSC, leading one to conclude that they are not de facto part
of the VSC.
The Accuplacer skills are quite straightforward, and are generally the skills expected to be contained in traditional
high school mathematics courses. However, reading the VSC to determine if a particular skill is covered is no easy
task. The indicators are too broadly stated to discern if a particular skill is included, so the “Assessment Limits” and
“Skill Statement” must be carefully considered. Even upon consideration, it is sometimes difficult to determine if a
particular skill is covered. For contrast, one can consider the clearly stated and easily understood algebra I content
standards developed in California. 3
C. The VSC for Algebra I/Data Analysis
The VSC for Algebra I/Data Analysis includes CLG 1 and CLG 3. The content of the CLG 3 is not relevant to the
Accuplacer exam. It is included below for completeness.
Note: In the following, all material numbered with four numerals is not part of the VSC. It is instead included
under the heading, “Additional Topics Would Include.” The “Additional Topics” for CLG 3 are not included below.
CLG 1 The student will demonstrate the ability to investigate, interpret, and communicate
solutions to mathematical and real-world problems using patterns, functions, and algebra.
1.1 The student will analyze a wide variety of patterns and functional relationships using the
language of mathematics and appropriate technology.
1.1.1 The student will recognize, describe, and/or extend patterns and functional relationships that are expressed
numerically, algebraically, and/or geometrically.
Assessment Limits
The given pattern must represent a relationship of the form y = mx + b (linear), y = x 2 +c (simple quadratic), y =
x 3 +c (simple cubic), simple arithmetic progression, or simple geometric progression with all exponents being
positive.
The student will not be asked to draw three-dimensional figures.
Algebraic description of patterns is in indicator 1.1.2.
2 Retrieved from: http://mdk12.org/share/hsvsc/source/VSC_algebra_hs.pdf)
3 California algebra I content standards. Retrieved from: http://www.cde.ca.gov/BE/ST/SS/mthalgebra1.asp.
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