RESULTSwith

PRE-ALGEBRA, ALGEBRA 1,GEOMETRY, AND ALGEBRA 2

RESULTSwith

PRE-ALGEBRA, ALGEBRA 1,GEOMETRY, AND ALGEBRA 2

ISBN 007-866864-6

Expect more.Achieve more.

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Suzanne Clemons, TeacherMontevallo Middle School, AL

Jacqueline Brush, TeacherRiverchase Middle School, AL

Claire Williams, TeacherRiverchase Middle School, AL

Cindy Kerr, TeacherThe Harker School, CA

Vivian Crowe, TeacherMary P. Henck Intermediate School, CA

John Roonan, TeacherParkside Intermediate School, CA

Tammy RenoufMathematics Department ChairParkside Intermediate School, CA

Janet Benson, TeacherAnderson High School, IN

Linda GibsonMathematics Department ChairAnderson High School, IN

Julie Klasener, TeacherAnderson High School, IN

Sondia MillsMathematics Department ChairCarroll Junior High Magnet, LA

Diane Plum, TeacherCarroll Junior High Magnet, LA

Paul Roberts, TeacherCarroll Junior High Magnet, LA

Amy Anderson, TeacherHolabird Middle School, MD

Jennifer Hipps, TeacherHolabird Middle School, MD

Dolores BonincontriMathematics Department ChairPerry Hall Middle School, MD

Keith GentleMathematics Department Co-ChairA.L. Brown High School, NC

Rachel GoldbergMathematics Department Co-ChairA.L. Brown High School, NC

Dana Patrick, TeacherAshe County High School, NC

Carla Frake, TeacherOldfield Middle School, NY

Claire Flynn, TeacherOldfield Middle School, NY

David Gunder, TeacherOldfield Middle School, NY

Jeff Gowdy, TeacherKenston Middle School, OH

Lee Ann PopovichMathematics Curriculum LeaderKenston Middle School, OH

John EppersonMathematics Department ChairMeadowbrook High School, OH

Liz Spurlock, TeacherMeadowbrook High School, OH

Laura Beth Russell, TeacherFranklin High School, TN

Lois Coles, TeacherGrassland Middle School, TN

Nancy BlankenshipMathematics Department ChairParkland Middle School, TX

Anthony Gillespey, TeacherParkland Middle School, TX

Lori Tomberlin, TeacherParkland Middle School, TX

Sherry Billings, TeacherCarver Middle School, VA

Acknowledgments

We would like to thank the following individuals for sharing their experienceswith Pre-Algebra, Algebra 1, Geometry, and Algebra 2.

Thanks to Health & Education Communication Consultants, Berkeley,California, who interviewed all of the individuals represented in theseprofiles, and wrote this publication.

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Every adult who is able to manage personal finances, make informed purchase decisions,intelligently interpret the data and statistics encountered on a daily basis in the information age, andrepresent and solve problems involving quantities started to develop these numeracy skills in theearliest grades and hone those skills in middle school. We must look to schools where students areachieving the highest standards of mathematics learning and identify the practices that enable themto achieve those goals.

This report tells the stories of eleven different schools. The common characteristic shared by all isresults; all have implemented programs of instruction that have enabled them to raise themathematical performance of their diverse student populations to exemplary levels. It is undoubtedlytrue that there is not one way for all children to learn mathematics, but it is essential that all childrenlearn mathematics to meet the challenges of our ever-changing world. What’s more, they can.

The schools that use the effective mathematics program that is being described here share severalother critically important common characteristics.

• All show improved student performance.• All have implemented ongoing programs of professional development for their teachers.• All monitor student progress during the school year to ensure effective instruction.• All have demonstrated the importance of the program to instructional leaders in their schools

or districts.• All have created exciting climates within their schools to encourage learning.• All demonstrate the importance of maintaining high expectations for all students, not just the

brightest or most privileged.

The leaders of the schools described herein are eager to share what they have learned and to seetheir practices and experiences spread to other schools. Please feel free to contact the peopleidentified in each article. We’ve provided telephone numbers, fax numbers, addresses, and e-mailaddresses whenever possible to make communication as easy as possible.

Let’s learn from those who have the results that show this effectiveness. Let’s help teachers andsupervisors use this information. Let’s all work together to help our children become effectivelearners who will be prepared for and productive in the twenty-first century.

September 2004

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esults. More than at any time in recent history,attention is being focused on the results ourschools produce. With the No Child Left BehindAct of 2001, expectations have been raised andstudent performance standards have beenidentified for virtually every school subject. Inturn, states have set target goals that studentsmust meet if they are to make “Adequate YearlyProgress” toward high school graduation in fouryears or less.

Mathematics education is guided by theNational Council of Teachers of Mathematics’(NCTM) Principles and Standards for SchoolMathematics. The NCTM Standards havereinvigorated mathematics education with theidea that all children can and should have theopportunity and the support necessary to learnmathematics. Studies such as the Trends inInternational Mathematics and Science Study(TIMSS) have shown educators that, althoughour students’ mastery of mathematics isincreasing, we should continue working towardthe goal of reaching ALL students, particularlyduring the critical middle school years.

To achieve the high goals set by the NCTMStandards, educators and others involved inmathematics education reform will need to usean array of state-of-the-art strategies and tools.Their toolbox must include problem-basedcurricula that support the NCTM Standards.Furthermore, these curricula, strategies andtools must be of the highest quality and form aflexible learning system, one that providesteachers with options for teaching in ways thatenable all students to reach high Standards.

Pre-Algebra, Algebra 1, Geometry, and Algebra 2:• Provides a balance between implicit and

explicit learning. Students learn better withopportunities for discovery and practice,problem-solving experiences, use of concretematerials, and connections within mathematicsand to other subjects. Pre-Algebra, Algebra 1,Geometry, and Algebra 2 utilize each of theseareas by providing real-world problems,hands-on labs, critical thinking activities, andpractice after developing a concept.

• Offers a variety of instructional methodsdesigned especially for all students. Reading,

writing, graphic organizers, hand-onactivities, and much more invite all learners tosucceed. Resources include: InclusionStrategies, Daily Intervention, FoldablesStudy Organizers, Reading to LearnMathematics, and Enrichment activities.

• Uses prior knowledge to learn newinformation. Activation of prior knowledgemakes new material more relevant to students.Each lesson begins with a hands-on lab or anapplication problem that leads from priorknowledge to new concepts. Prior knowledgeis also assessed in Getting Ready for the NextLesson exercises in each of the lessons toensure that all students have the prerequisiteskills needed to master the new materials.

• Provides opportunities to practice newskills. Practicing has long been considered asuccessful strategy to improve understandingand memory. Pre-Algebra, Algebra 1, Geometry, andAlgebra 2 offer a variety of practice options,including skills practice, word problempractice, vocabulary review, extendedresponse, and standardized test practice.

This report shares the stories of 15 schools in11 districts that have implemented Pre-Algebra,Algebra 1, Geometry, and/or Algebra 2. The commoncharacteristic shared by all is results. All haveimplemented programs of instruction inmathematics that have enabled them to raisethe performance of their student populations. Itis undoubtedly true that there is not one wayfor all children to learn, but it is essential thatall children learn to meet high standards andthe challenges of our ever-changing world.

In this changing world, students whounderstand and can do mathematics will havesuperior opportunities and options for shapingtheir futures. I encourage you to explore howPre-Algebra, Algebra 1, Geometry, and Algebra 2 cansupport excellence in standards-based teachingand help all our children be prepared for andproductive in the twenty-first century.

Professor Frank E. CrawleyDepartment of Mathematics and Science

EducationEast Carolina University

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Table of Contents

Kenston Middle SchoolKenston Local School DistrictChagrin Falls, Ohio.......................................2

Oldfield Middle SchoolHarborsfields Central School DistrictGreenlawn, New York...................................4

Parkside Intermediate SchoolSan Bruno Park Elementary School DistrictSan Bruno, California ....................................6

Shelby County SchoolsMontevallo Middle School and Riverchase

Middle SchoolColumbiana, Alabama ...................................8

Williamson County SchoolsFranklin High School and Grassland

Middle SchoolFranklin, Tennessee .....................................10

A.L. Brown High SchoolKannapolis City SchoolsKannapolis, North Carolina........................12

Almont Junior/Senior High SchoolAlmont Community Schools DistrictAlmont, Michigan .......................................14

BMC Durfee High SchoolFall River School DistrictFall River, Massachusetts .............................16

Edgewood High SchoolRichland-Bean Blossom Community School

CorporationEllettsville, Indiana ......................................18

Rapides Parish Public SchoolDistrictAlexandria Senior High School and Oak Hill

High SchoolAlexandria, Louisiana ..................................20

Rock Hill School DistrictRawlinson Road Middle School and Rock

Hill High SchoolRock Hill, South Carolina ..........................22

Other Commentson the Glencoe Pre-Algebra, Algebra 1,

Geometry, and Algebra 2 Series ....................24

AppendixResearch Supporting Content andInstruction in

Pre-Algebra, Algebra 1, Geometry, and Algebra 2A Selected Annotated Bibliography............26

enston Middle School is the only middle school in the Kenston LocalSchool District, and it serves approximately 800 predominantlyCaucasian students in grades six through eight. The district is located

in a rapidly growing residential community, twenty-five miles east ofdowntown Cleveland and an hour from the Pennsylvania border.Approximately 88% of 2002 graduates were college bound.

In 1999, Kenston Middle School wanted to make a change in theirmathematics curricula. Curriculum leader Lee Ann Popovich explains, “Notonly had our curriculum standards changed, but we needed a textbook thatwas more accessible to middle school students.” Jeff Gowdy, 6th gradeteacher, remembers, “One of the books we reviewed was Glencoe Pre-Algebra.It really stood out from the rest of the textbooks, for many reasons. First,we went through our math standards and looked at the Pre-Algebra bookand saw how well they matched up, and then we looked at thesupplementary materials, the readability of the text, and the examples.Glencoe Pre-Algebra just did a better job of explaining things.” Ms. Popovichrecalls when reviewing Glencoe Pre-Algebra, “It just had more examples forthe students, and went into more depth than the other textbooks did.”

Glencoe Pre-Algebra was implemented in the 1999–2000 school year with6th-grade honors students, 7th-grade general and lower-level students,and with 8th-grade lower-level students.

Classroom Practicality

Ms. Popovich reports that “the whole department seems very happywith Glencoe Pre-Algebra. I find that there are a lot of helpful hints in theTeacher Wraparound Edition for how to teach, as well as hints for whatto watch out for with the students. Glencoe Pre-Algebra also provides thematerials to be flexible and accommodating for every learning style,with overheads, visuals, and outlines.” Ms. Popovich has a few favoritesupplementary materials that she uses often; they are the Online StudyTools, and the Real-World Application Transparencies. “My students love theOnline Study Tools. Even their parents love them. They like that theycan practice for chapter tests and self-check their answers. The kids alsoreally like the Real-World Application Transparencies and think they are cool.They really help kids understand what math has to do with them.”

Mr. Gowdy adds, “I definitely find Glencoe Pre-Algebra easy to use, withthe In-Class Examples, the 5-Minute Checks, etc. The way the TeacherWraparound Edition is set up, it is easy for even an entry-level teacherto be effective.” He finds many tools and opportunities to assess studentlearning. “With the alternative assessments, and just the sheer number ofitems to choose from, such as the six versions of chapter tests, it makes

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it easy for us to assess student learning. It isvery convenient to have all of these resources atyour disposal.”

Meeting Student andParent Needs

Ms. Popovich and Mr. Gowdy agreed that tomeet student needs, a textbook has to reach outto students and engage them. Mr. Gowdybelieves his students find the text “moreinteresting. There are many more examples andreferences to everyday life and the text’spresentation is so colorful. My students aredefinitely more engaged with this text thanthey would be with another. I think morethought was put into this book, so that whenstudents open it up, they know what they aredoing and find it easier to comprehend.”

“Because the text has students engaged, they arelearning more,” says Ms. Popovich. “Thestudents aren’t just doing drill and practice,they are doing applications that have themapply what they learn, which develops theircritical thinking skills, and shows them how touse what they learn in the real world.”

Kenston teachers are hearing positive commentsfrom parents about Glencoe Pre-Algebra. Ms. Popovich reports, “Parents have told me

that they like the book because they can use itwith their kids. They also love using the OnlineStudy Tools for extra practice for their kids, andthe Extra Practice that is provided in the back of the book.”

Assessing Learning

Until recently, the State of Ohio required thatstudents in 4th, 6th, 9th, and 12th grade takeproficiency tests to evaluate their knowledge andskills in core subject areas. The state also requiresthat each school district receive a “report card”or performance accountability rating based onthe state’s 22 performance standards. In 2001,Kenston students outperformed their statecounterparts on the Mathematics ProficiencyTest, and in 2002, Kenston exceeded the statestandards for mathematics. Both results can beseen in the chart below.

Ms. Popovich and Mr. Gowdy credit much oftheir success to Glencoe Pre-Algebra. Ms. Popovichstates, “It makes math fun, so our students enjoyit, learn, and succeed with it.” Mr. Gowdy adds,“When we changed from the previous textbookto Glencoe Pre-Algebra, I had a student whoparticipated in the Ohio Math League Test, andhe scored the highest anyone from our schoolhas ever scored, 39 out of 40.”

For More Information:Lee Ann Popovich, Curriculum

Leader & 8th Grade TeacherKenston Middle School17419 Snyder RoadChagrin Falls, Ohio 44023Phone: (440) 543-8241E-mail: ke_popovich@lgca.org

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he Harborfields School District is located in Suffolk County on the northshore of Long Island, New York. It encompasses an area of eight squaremiles and serves a suburban population of about 20,000 people. The areahas always drawn people looking for a sense of small-town communitywith ready access to New York City. The school district consists of fourschools—one primary, one elementary, one high school, and OldfieldMiddle School, which serves the district’s 1,112 students in grades 6through 8. The student body at Oldfield is 86% Caucasian, 7% AfricanAmerican, 4% Asian/Pacific Islander, and 4% Latino.

The goal of the Harborfields School District is to provide the besteducational opportunities for all its children. At Oldfield MiddleSchool, students are actively involved in the learning process throughdiversified instructional strategies. To provide specialized environmentsfor learning, Oldfield offers its students a superior library-media center,professionally equipped science labs, and a state-of-the-art computerand technology center.

A Solid Foundation

Oldfield Middle School students take Pre-Algebra in 8th grade and aretaught by teachers David Gunder, Carla Frake, and Claire Flynn. There isno mathematics department chair at Oldfield; all programmatic andcurricular decisions are made jointly between teachers and Oldfield’sassistant principal. Oldfield’s mathematics department has been usingGlencoe Pre-Algebra since the 1999–2000 school year, and they also useGlencoe’s Mathematics: Applications and Concepts in their 7th-grade classes.Although Mr. Gunder, Ms. Frake, and Ms. Flynn were not involved in thetextbook adoption five years ago, Ms. Frake and Mr. Gunder are currentlyserving on a committee to prepare a new 7th grade accelerated program.As Ms. Frake explains, “We’ve been so pleased with Glencoe Pre-Algebra thatwe want to purchase the new edition for the 7th grade accelerated class.The latest edition of Glencoe Pre-Algebra is even better than the 1999version, and has lots of statistics and histograms.” Mr. Gunder adds, “InNew York, students take Integrated Math classes in high school, whichinclude algebra and other topics, all rolled into one. I think Glencoe Pre-Algebra is sufficiently preparing our students for these later classes.”

Making Mathematics Real

One of the qualities of Glencoe Pre-Algebra that Mr. Gunder, Ms. Frake, andMs. Flynn appreciate is its ability to make mathematics relevant to

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students’ lives by using real-world examples and applications. As Mr. Gunder says, “I thinkGlencoe Pre-Algebra does a good job of teachingmathematical thinking and reasoning, because atthe end of each lesson, there are real-worldapplications. I like that. I definitely seeimprovement in my students’ skills fromSeptember to June.” Ms. Frake adds, “I would saythat Glencoe Pre-Algebra is a very straightforwardtext. One of the things I really like about it is thereal-world applications and connections. It’s righton target with what kids are doing today. Andwith the Study Guide and Practice Workbooks and allthe enrichment activities, all different learningabilities and learning styles are addressed.”

Ms. Flynn concurs with her colleagues on GlencoePre-Algebra’s appeal to students: “Glencoe Pre-Algebra is an extremely comprehensive textthat offers opportunities for higher-level andlower-level students. It does a good job ofholding the students’ interest. The Practice andStudy Guide Masters are fantastic. We also usethe lessons that have science integrated, andthey’re great.”

Assessing Improvement

Mr. Gunder, Ms. Frake, and Ms. Flynn have allbeen pleased with the opportunities forassessment that Glencoe Pre-Algebra provides. Mr.Gunder explains, “I think it provides plenty oftools to assess student learning and to preparestudents for standardized tests. I think the studyguides and assessment at the end of each chapterare essential.” Ms. Frake adds, “One of things thatis very helpful about Glencoe Pre-Algebra is thecumulative review tests. Part of the New YorkState Assessment Test is multiple choice, and wepick a lot of questions from the review tests toprepare.”

The Oldfield mathematics program’s emphasison assessment is indeed preparing their studentsfor standardized tests. Since the adoption ofGlencoe Pre-Algebra in the 1999–2000 school year,Oldfield’s 8th graders have been excelling onthe mathematics section of the New York State

Assessment test. The percentage of studentsscoring at Level 3 or Level 4 (meeting orexceeding New York standards) increased from57% in 1998–99 to 76% in 1999–2000 and80% in 2000–2001.

As Ms. Flynn states, “We’ve been pleased withGlencoe Pre-Algebra. We started off four years agowith the last version [1999 copyright] andwe’ve liked it so much, we’ve decided topurchase the newest edition. We recently gotlast year’s results back on the 8th grade NYSAtests, and we’re the number one school in ourcounty. That’s out of 60 schools. We’re proud ofthat. It was in the newspaper and everything.We’re very proud of our entire mathematicsprogram, and Glencoe’s text is a big part of it.”

For More Information:Ms. Claire Flynn, TeacherOldfield Middle School2 Oldfield RoadGreenlawn, New York 11740 Phone: (631) 754-5310E-mail: cfflynn13@yahoo.com

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1998–99 1999–00 2000–01post-Glencoepre-Glencoe

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an Bruno Park Elementary School District serves 2,900 K–8th gradestudents in San Bruno, California. The city of San Bruno (pop. 41,000) islocated 11 miles south of San Francisco, between the major metropolitanareas of San Francisco and San Jose. There are seven elementary schoolsand Parkside Intermediate School (7th and 8th grades). ParksideIntermediate’s 636 students are 42% Caucasian, 32% Latino, 9% Asian-American, 9% Pacific Islander, 6% Filipino, and 1% African American.

High Standards

Tammy Renouf and John Roonan, mathematics teachers at ParksideIntermediate, recall the process for adopting new pre-algebra textbooksfor the 1999–2000 school year. “It was very difficult to use the lasttextbook,” Ms. Renouf recalls. “The teachers didn’t like it, and we wereconsidering something different; it just wasn’t user-friendly. Our mathdepartment chair and assistant principal at the time were very interestedin Glencoe Pre-Algebra. We first adopted it in 1999 and when we wentthrough the same textbook review process again two years ago, wedecided to keep the Glencoe text, which reflects well on it. We need atext that is aligned with our state standards, that is student- and parent-friendly, and that has good workbooks and supplemental materials.Glencoe gives us all those things.”

Mr. Roonan adds, “We have four teachers at Parkside that teachmathematics, and I’m probably the most traditional and conservative,”says Mr. Roonan. “We needed a text we could all use. I like texts that havea lot of problems and a lot of examples and word problems at the end.The last text was horrible, but Glencoe Pre-Algebra gives plenty of problemsfor practice and review. We also needed a book that could work fordifferently paced classes. Our higher-level students finish Pre-Algebra in 7th grade and then move on to Glencoe Algebra 1 in 8th grade. The averageand lower-level students take two years to get through Glencoe Pre-Algebrain 7th and 8th. This way, all our students get the necessary content, but at different paces, and are algebra-ready for high school.”

Supporting Teachers

Glencoe Pre-Algebra serves not only Parkside’s students, but the teachers aswell. As Ms. Renouf explains, “I think Pre-Algebra is a straightforward textwith clear, concise examples for the teacher to use, and there’s a good

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deal of supplemental and assessment material.”Mr. Roonan adds, “The supplementary materialsand assessment tools that come with Pre-Algebraare great. They give you six chapter tests atthree different difficulty levels, plus questions inmultiple-choice and free-answer style. We givethe advanced students the hardest level, A, forhomework, and level B for tests. The less-advanced students take the level C tests. Thereare also four quizzes per chapter and mixedreview at the end of each section to spiralconcepts. There are tons of assessmentopportunities.”

Practice Makes Perfect

For both Mr. Roonan and Ms. Renouf, a key to success for their students is adequatepractice. Mr. Roonan explains: “I love thatGlencoe Pre-Algebra has lots of practice problems,not just in the lessons, but also in the back ofthe book. This book is clear and concise andgives straightforward examples. There are notricks, no games.” Ms. Renouf concurs. “There’sa good amount of practice,” she says. “Theworkbooks are great, and I also use the MixedReview sections and the 5-Minute CheckTransparencies. They’re good for warm-ups andpop quizzes. Glencoe Pre-Algebra is a goodtextbook for our students.”

Signs of Success

Since the adoption of Glencoe Pre-Algebra in the1999–2000 school year, Parkside Intermediate’sstudents have been doing well on California’sStandardized Test and Reporting (STAR)Mathematics tests. In 2003, Parkside’s 8th-gradestudents taking the California Algebra IStandards Test scored an impressive 31%advanced and 53% proficient, surpassing thestatewide 10% advanced and 29% proficient.

Parkside’s students have also been performingextremely well on the mathematics section ofthe SAT-9, which measures achievement basedon student comparison. The percentages of 8th-grade Parkside students scoring at or abovethe 50th percentile in 2000, 2001, and 2002were 54%, 59%, and 56%, respectively,compared to 48%, 49%, and 50% statewide. AsMr. Roonan states, “Our higher-level kids dovery well with the Glencoe texts. We’re veryproud of their test scores. They are theadvanced classes, so they should score well, butthe scores are still higher than the stateaverage. Our test scores are undeniable.”

For More Information:Tammy Renouf, TeacherParkside Intermediate School1801 Niles AvenueSan Bruno, California 94066Phone: (650) 624-3180E-mail:trenouf@parkside.sbpsd.k12.ca.us

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helby County Schools serve 22,750 students through 18 elementary andintermediate schools and 14 middle and high schools. Shelby County (pop150,000) is located in the geographic center of the state in the Birminghammetropolitan area. Montevallo Middle School, located in the city ofMontevallo in Shelby County, educates just over 300 sixth through eighthgrade students, of which 62% are Caucasian, 2% are Hispanic, and 37%are African American. Riverchase Middle School, another middle school inthe county located in the city of Pelham, serves almost 1,100 sixth througheighth grade students. Their student body is 82% Caucasian, 7% Hispanic,3% Asian/Pacific Islander, and 8% African American.

Meeting Student Needs

Prior to the 1998–1999 school year, Shelby County Schools decidedthey needed a new mathematics program that would meet student needs.Claire Williams, Riverchase math department chair and textbookcommittee member explains, “We needed a textbook that was not justthe basics.” Suzanne Clemons, Montevallo 7th grade teacher adds, “Weneeded a text that provided more practice than our old pre-algebra bookoffered, and that we could teach up or down, as needed for our students.”

Ms. Williams says she remembers that they were just “sold on Glencoe Pre-Algebra from the beginning. We just kept coming back to it. It’s just agreat program with a well-thought out book.” Ms. Clemons says anotherselling factor was the supplementary materials. “The supplementarymaterials were really, really good, and overall the program was reallyfriendly. Also, Glencoe Pre-Algebra helps us reach all types of learners, audio,visual, etc.”

In the 1998–1999 school year, Riverchase Middle School implementedGlencoe Pre-Algebra in the 7th and 8th grades, with a total ofapproximately 450 students. At Montevallo Middle School, it wasimplemented in 7th and 8th grade with approximately 100 students.

Ease of Use

A successful mathematics program must be teacher-friendly, and teachers inShelby County are finding Glencoe Pre-Algebra just that. Ms. Williams sharesher impressions of teacher-friendliness. “I think teachers in my school areresponding to it well. Glencoe Pre-Algebra makes it real easy for teachers to beversatile in their teaching; they can use the book, use computers, or use the

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supplementary materials, and be flexible andaccommodating for any student learning styles.Also, Glencoe Pre-Algebra makes it easier for teachersto assess student learning because it provides somany mechanisms to do so.”

Jacqueline Brush, 7th grade teacher atRiverchase, agrees with Ms. Williams. Shestates, “Glencoe Pre-Algebra is easy to use. It is laidout very well and coordinates well with thesupplementary materials. It provides In-ClassExamples, examples within the text, the 5-Minute Checks for review, and plenty ofpractice problems throughout the text.” She alsoagrees with Ms. Williams that she has multipleopportunities to assess student learning.Ms. Brush comments, “Glencoe Pre-Algebra is veryuser-friendly, and the supplementary materialsthat go with it are outstanding. Personally, I have just found it very easy to use.”

Academic Performance

Alabama students in grades 3–8 are given theStanford Achievement Test each year tomeasure their academic performance in keysubject areas. The national average for theStanford Achievement Test, 9th Edition, is 50.In 2002, Shelby County Schools’ eighth gradersperformed better than the national average andstate average, and Riverchase Middle Schoolperformed even higher than Shelby County.

Ms. Brush believes that her students areexcelling with Glencoe Pre-Algebra because “itengages them, and they find it exciting.” Shestates, “They simply have not been challengedby a textbook like this before. It challengesthem to read word problems and be able torespond with more than just numbers; theyhave to explain how something is done. Criticalthinking is an essential component of this book.Our students are given a proper understandingof math concepts with good examples andappropriate practice. Students and parents aretelling me they really like math with Glencoe Pre-Algebra and that it is no longer boring,because it interjects real everyday problemsinto regular math.”

Ms. Williams also believes students like GlencoePre-Algebra. She says, “I believe that if I gavethem a choice between Glencoe Pre-Algebra andanother text, they would choose Glencoe. Ihave found that the book reaches a very widerange of students no matter their ability level,their speed of learning, their method oflearning, or their ethnic background. All of mystudents have been able to relate to theinformation and format of the book, as well asthe supplementary materials.”

For More Information:Claire Williams, Math Department ChairRiverchase Middle School853 Willow Oak DriveBirmingham, Alabama 35244Phone: (205) 682-5510 E-mail: cwilliams@shelbyed.k12.al.us

Suzanne Clemons, 7th Grade Math TeacherMontevallo Middle School235 Samford StreetMontevallo, Alabama 35115Phone: (205) 682-6410E-mail: sclemons@shelbyed.k12.al.us

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illiamson County is known for having some of the richest farmland inmiddle Tennessee, and is located minutes from Nashville. It is one of thefastest growing counties in the south, and its per capita income ranksamong the highest in the nation. Williamson County Schools serve over20,000 predominantly Caucasian students in 33 schools—7 high schools,6 middle schools, 19 elementary, and 1 K–8.

Grassland Middle School and Franklin High School are located in thecity of Franklin. Franklin (pop. 42,000) was named after BenjaminFranklin, and is one of the wealthiest cities in one of the wealthiestcounties in the United States. It is a small residential community nestledin the valley of the Harpeth River and has been voted Best Small Townin Tennessee. Grassland Middle School serves over 950 students ingrades six through eight, and Franklin High School serves 1710 studentsin grades nine through twelve. Grassland Middle School was recognizedas the # 2 middle school in the State of Tennessee for academicachievement, and has been nominated for the prestigious Blue RibbonSchools Award. Over the past 80 years, Franklin High School hasestablished a tradition of excellence, scoring above state and nationalaverages on ACT and SAT exams. It was the first school in Tennessee tobe accepted into the International Baccalaureate Program, acomprehensive course of study serving highly motivated college-boundstudents in 94 countries.

In 1998, Williamson County Schools were in an adoption cycle, lookingto implement a new mathematics program for the 1999–2000 schoolyear. One of the mathematics textbooks they adopted was Glencoe Pre-Algebra. It was implemented both in middle schools and high schoolsin the county.

Using Glencoe Pre-Algebra

Teachers in Williamson County are finding Glencoe Pre-Algebra easy touse. Lois Coles, Grassland Middle School teacher reports, “It is veryteacher friendly. I like the way the lessons are formatted and presented.They have a good, easy flow to them. There are a lot of examples, andthe Teacher Wraparound Edition provides variations of the lesson planwith teaching tips and modifications.”

Franklin High School teacher Laura Beth Russell agrees with her districtcolleague. “Glencoe Pre-Algebra is definitely easy to use. It has all the

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materials ready to go so you do not have tocome up with materials on your own. TheTeacher Wraparound Edition is very helpful forplanning, and very straightforward with a lot ofexamples. There are ideas and materials forworking with students of varying ability levels.It also gives us tips from other teachers andgreat leads to create our own activities.”

Ms. Coles uses many of the materials providedwith Glencoe Pre-Algebra to supplement thestudent text, such as the Online Study Tools,Dinah Zike’s Teaching Mathematics with Foldables,Using the Internet in the Mathematics Classroom, SkillsPractice Workbook, 5-Minute Check Transparencies withStandardized Test Practice, and Real-World ApplicationTransparencies. She shared her experiences usingthem: “My students use the Online Study Toolsfrequently, clicking on chapters and goingthrough the self-check quizzes. I have used theDinah Zike’s Teaching Mathematics with Foldables a lotand my students like it. It is a wonderful visualfor students who need hands-on learningexperiences. The 5-Minute Check Transparencies area wonderful starter activity that gets the classfocused before the lesson begins, or to use atthe close of a lesson to reinforce what I’vetaught and see if the students are on track.”

Developing Skills

As Ms. Coles states, “We want students today todiscover, and not just memorize. With GlencoePre-Algebra our students are doing just that. Thelessons lend themselves to discovery ofconcepts, not just memorizing rules. Because ofthis approach, I think my students’ conceptualunderstanding has improved. As a teacher, whenthe student says, ‘Oh I can see it,’ the light bulbgoes on for them, and you know the knowledgehas been attained.” Ms. Russell adds, “Theproblems in Glencoe Pre-Algebra test students tosee if they really understand. It does not allowstudents to just memorize information.”

Ms. Russell also finds Glencoe Pre-Algebradeveloping other skills in students. “I have hadseveral students who have been labeled as poor

readers. The fact that they are having successwith the reading that they do in their mathclass is a definite positive; they can read it andnot feel inadequate.”

Academic Achievement

The Tennessee Department of Education issuesyearly School Report Cards for school systemsand individual schools in Tennessee based onacademic test results. For 2001 and 2002,Williamson County School System received anA in mathematics for grades 6–8. Grassland alsoreceived an A rating for 6–8 grade mathematics.The state average for 6–8th grade mathematics is54. As seen in the chart below, WilliamsonCounty (WC) and Grassland Middle School(GMS) have consistently scored well above thestate average for the past few years.

For More Information:Lois Coles, TeacherGrassland Middle School2390 Hillsboro RoadFranklin, Tennessee 37069Phone: (615) 472-4500 E-mail: loisc@wcs.edu

Laura Beth Russell, TeacherFranklin High School810 Hillsboro RoadFranklin, Tennessee 37064 Phone: (615) 794-3736E-mail: laurabethr@wcs.edu

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Academic Achievement Results Comparison

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L. Brown High School serves the community of Kannapolis,located in central North Carolina, 27 miles northeast of Charlotte.Kannapolis (pop. 38,000) is known for its hospitality, affordable

housing, small town charm, and the lowest crime rate in the region. A.L. Brown High School, Kannapolis City Schools’ only high school,educates the 1,200 students that feed in through five elementary schoolsand one middle school. A. L. Brown has a diverse student body ingrades 9 to 12—58% Caucasian, 34% African American, 6% Latino, and2% Asian/Pacific Islander.

A Team Decision

Keith Gentle, mathematics department chair, and Rachel Goldberg, leadalgebra teacher, head a team of 11 mathematics teachers at A.L. BrownHigh School. Mr. Gentle remembers the department’s last adoptioncycle in 1998, when new texts were chosen for Algebra and Geometryclasses. “We needed texts that covered all the objectives for the state ofNorth Carolina. This state is big on accountability,” he states. “It wasalso important to us that we find books that we could use for all levelsof algebra.”

A team of mathematics teachers, including Mr. Gentle and Ms. Goldberg,reviewed possible texts and narrowed the field to three finalists. “Once wehad it narrowed down, we looked very closely at three lessons from each,”Mr. Gentle recalls. “We liked Glencoe’s Algebra 1, Geometry, and Algebra 2series, because it covered all the state objectives, and we thought it wasthe most accessible to a variety of students.” The series was implementedin the 1999–2000 school year.

Supporting Teachers

Over the past few years, A.L. Brown’s teachers have appreciated how wellthe Algebra 1, Geometry, and Algebra 2 series supports them in the classroom.Ms. Goldberg remembers being impressed with all of the supplementarymaterials accompanying the Algebra 1, Geometry, and Algebra 2 series.“Glencoe offers more materials than you could ever use,” she says. “It givesyou the flexibility to work with all your students. The TeacherWraparound Edition shows right in the margins what’s available to useduring a particular lesson, like the workbook or study guide pages thatcoordinate. I use the Reading and Writing in the Mathematics Classroom

A.L. Brown High SchoolKannapolis, North Carolina

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handbook for building vocabulary, and theAssessment Masters for creating tests. It’s soflexible, because there are different difficultyoptions for test and practice questions.”

Mr. Gentle agrees: “These are very user-friendlytexts, and I’m really impressed with all thesupplementary materials. Glencoe goes beyondother publishers in that area. They do a reallygood job researching and preparing theirmaterials, and they take the time to providematerials that are aligned with the text content.There are excellent resources.” Mr. Gentle alsofeels that the teachers at A.L. Brown work tosupport each other in their teaching. Heexplains, “We have a team planninggroup, where all our teachers plantogether to use the materials. We offermentoring for new teachers to helpthem integrate all the materials intotheir lesson plans.”

Student Response

A.L. Brown High School’s mathematicsteachers aren’t the only ones who havebeen pleased with the Algebra 1,Geometry, and Algebra 2 series. As Mr.Gentle comments, “Other books werehard for the students to read and useand had very few applications ofconcepts. The more interesting a textis and the more visually appealing it is, thebetter. The Algebra 1, Geometry, and Algebra 2series has lots of color and examples related to real-world concepts, and that works for the students.”

Ms. Goldberg adds, “With all thesupplementary materials, there are options formultimedia practice, as well as paper andpencil. The Foldables™ have been atremendous help, too, for children withdifferent learning styles. They just love theFoldables™ as a new way to take notes, andthey enjoy the MindJogger Videoquizzes.”

Seeing Results

With a satisfied faculty and engaged students, itis no surprise that A.L. Brown’s performance onstandardized test scores has vastly improvedsince the implementation of the Algebra 1,Geometry, and Algebra 2 series. According to theNorth Carolina School Report Card for A.L.Brown High School, scores on the end-of-course tests are continually improving. Betweenthe 2001–2002 and 2002–2003 school year, thepercentage of students scoring at or abovegrade level increased from 76.7% to 78.4% inAlgebra I, 65.9% to 79.2% in Algebra II, and65.2% to 67.1% in Geometry.

These scores earned A.L. Brown a rating of“School of Progress” with “High Growth.” AsMr. Gentle summarizes, “We’ve been verypleased with these books. It’s a quantum leapforward from what we were using before!”

For More Information:Keith Gentle, Mathematics

Department ChairA.L. Brown High School415 East 1st StreetKannapolis, North Carolina 28083Phone: (704) 932-6125E-mail: kcgentle@yahoo.com

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Comparison of End-of-Course Test Scores forA.L. Brown High School

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lmont Junior/Senior High School serves the small, rural communityof Almont (pop. 2,803) in central Michigan. Almont Junior/SeniorHigh receives students through Almont’s two other schools—

Orchard Primary (Kindergarten–2nd grade) and Almont Elementary(3rd– 6th grades). Reflecting the population of Almont, theJunior/Senior High School’s students are predominantly Caucasian.

The town of Almont is situated approximately 48 miles north of Detroit.In spite of its small size and relative isolation, Almont Junior/Senior HighSchool prides itself on providing a dynamic learning environment for itsapproximately 726 students in 7th–12th grades. The school’sadministration is committed to helping all students become responsible,independent, caring, and contributing members of a changing society. Toachieve its goals, Almont Junior/Senior High follows a SchoolImprovement Process which includes goals for optimal studentachievement, continuous evaluation of curricula, and integration oftechnology across the curricula.

Innovating in Math and Science

In the 2002–2003 school year, Almont Junior/Senior High formed aTechnology Committee, participated in a Mathematics & ScienceConference for Girls and a Science and Math Festival, and introducedan integrated mathematics and science course called AIMS (Applicationsin Math and Science). AIMS allows students to study and understandhow the two disciplines relate to each other and the world around them.In addition, Almont Junior/Senior High students can take advantage ofthe school’s computer lab, technology lab, media center, and AppleiCart Portable Labs, which provide ten computers with wirelesscapability and fully interactive SmartBoard computer projection screens.Ongoing discussions at Almont focus upon determining ways to expandcurricula, improve delivery of instruction, increase the use oftechnology, and meet the needs of all its students.

Raising the Bar

David Voyt, mathematics department chair and 9th–12th grade teacher atAlmont, recalls the process of evaluating new Mathematics textbooksduring the 1998-1999 adoption cycle. “For me, it was an easy decision,” hestates. “The last texts we were using for algebra were not challengingenough. They focused on a different topic every day with 30 problems of

Almont Junior/Senior High SchoolAlmont, Michigan

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review. There was no continuity. I used theGlencoe texts in a different district, and when thetime came for us, I made sure we looked at them.”

Along with the former mathematics departmentchair, Mr. Voyt led Almont’s process ofreviewing several curricula, including Glencoe’sAlgebra 1, Geometry, and Algebra 2 series. As herecalls, “we looked to see how each optionwould fulfill the Michigan state standards, and Icould see that the Glencoe texts were superiorto what we’d been using.” He also found thatAlgebra 1, Geometry, and Algebra 2 had thecontinuity, integration of topics, and depth ofcontent that he was seeking for his classes.“Some of the teachers were divided betweenGlencoe and our former texts,” he remembers.“I think that the former texts being used at thehigh school level were far too easy, and ourkids needed to be challenged. With the oldtexts, it was one thing, quickly, and then on tothe next. With the Algebra 1, Geometry, andAlgebra 2 series, I can go deeply into each topicand challenge the students.”

In the 1998–1999 school year, all three textswere implemented—Algebra 1 in 8th and 9thgrade, Geometry in 9th and 10th grades, andAlgebra 2 in 10th and 11th grades.

Ease of Use

Mr. Voyt and his team of teachers were impressedby the array of helpful teaching tools thataccompany Algebra 1, Geometry, and Algebra 2. “Ourteachers seem to enjoy the textbooks very much,”Mr. Voyt explains. “The practice worksheets andstudy guides are incredibly helpful. I also like howthe practice questions are organized by difficulty,so I can customize for students of differentabilities. The 5-Minute Check Transparencies are great;they allow the teacher to pull out a transparency,put it on the overhead, and start class. I alsoappreciate the lesson reviews at the back of thetexts, for pulling extra practice problems.” Mr. Voyt has also taken advantage of thesupplementary handbook Hot Words, Hot Topics:Math User’s Handbook. “We’ve used it for Geometry

classes to get more clarification on topics, and I’vefound the pull-outs very useful,” he says. “Thereshould be more resources like this!”

A Deeper Understanding

Mr. Voyt has found that the Algebra 1, Geometry,and Algebra 2 series allows his students to have adeeper, richer understanding of mathematicalconcepts. “The students prefer the way theGlencoe texts are organized,” he explains.“They don’t have so many review problems aswere in the previous text, so they can focus onone topic at a time and go in-depth. I think themathematical reasoning really comes throughon the homework problems. The students learnthe techniques and reasoning and don’t justmemorize. I think with Glencoe, our studentshave a stronger foundation of mathematicalconcepts than they used to. I think they walkaway with a much deeper understanding.”

Positive Results

Indeed, the Algebra 1, Geometry, and Algebra 2 seriesis serving the students of Almont well. Theirmathematics scores on Michigan’s standardizedtest, the MEAP (Michigan EducationalAssessment Program), have remainedconsistently high over the past seven years andhave been considerably higher than theMichigan state averages for public schools. In2002–2003, 56% of Almont Junior/Senior High’sstudents scored at Level 1 (exceeding Michiganstandards) or Level 2 (meeting Michiganstandards), well above the state goal of 33%. AsMr. Voyt says, “I’ve been very happy with theGlencoe texts, and I thoroughly enjoy teachingwith them. If I could go back to the adoption, Iwouldn’t have done anything differently!”

For More Information:David Voyt, Mathematics

Department ChairAlmont Junior/Senior High School4701 Howland Almont, Michigan 48003Phone: (810) 798-8595E-mail: davevoyt@yahoo.com

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MC Durfee High School is the only public high school in the Fall RiverSchool District and serves nearly 3,000 students in grades nine throughtwelve. The student body is 83% Caucasian, 6% Hispanic/Latino, 6% Asian/Pacific Islander, 4% African American, and 1% AmericanIndian. BMC Durfee is located in the City of Fall River (pop. 92,703),which is located 15 miles from Providence and Newport, Rhode Island,and about 60 miles south of Boston.

Going Standards-based

Back in the early 1990s, BMC Durfee High School knew they had tomake a change in their mathematics curricula and switch to a standards-based text. Dr. Michael Crane, mathematics department chair, remembers,“We needed a text that would thoroughly prepare our students for theMassachusetts Comprehensive Assessment System (MCAS).” Threepublishers presented their mathematics materials to Dr. Crane’s staff. Afterreviewing each publisher’s materials, BMC chose Glencoe for adoption. Dr.Crane states, “I left the decision up to the department; if they are happy, Iam happy. Frankly though, neither of the other publishers’ materials wereup to par or as good as Glencoe’s, especially in regard to the standards andteacher resources. Glencoe’s materials had ample problems for practice andassessment, and they offered training on how to use the resources. Glencoewas also a name that made our teachers feel more comfortable, becausethey knew others who were using Glencoe materials quite successfully.”

Geometry teacher Joyce Mauretti recalls the adoption process: “We pickedGlencoe because the transition from the earlier courses was very good, andit met our standards. Glencoe’s Algebra 1, Geometry, and Algebra 2 series iswell-written, and the reading level is appropriate for our students.”

BMC Durfee implemented Glencoe’s Algebra 1, Geometry, and Algebra 2series in the 1997–1998 school year. Algebra 1 is used in 9th grade,Geometry in 10th grade, and Algebra 2 in 11th grade.

Teacher-Friendly

“Our teachers love it!” says Dr. Crane. “The materials give teachersplenty to choose from and there is a variety of assessment tools andmethods.” Ms. Mauretti echoes Dr. Crane’s comments, “I just can’t sayanything bad about this series. With Glencoe, things are so easy to find

BMC Durfee High SchoolFall River, Massachusetts

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and use. There are materials for all learners.There are also plenty of assessment materials,and ways to assess learning with extra practice,open-ended questions, and student projects.The examples used in the text and online aregreat! I also love the online version of the text.I’ve been using it myself, and my students use itat home when they are absent.”

Algebra 1 teacher Andy Laurence states, “Iespecially like the way the book moves fromless challenging to more challenging problems;it lets students build their skills withappropriate practice and through a variety ofexercises. The enrichment and extension ideasalso extend learning opportunities for ourhigher-level students. This series is good forthose who learn by reading and for those whoneed projects that are hands-on to learn. Thebooks even outline for the teacher a variety ofways to reach each type of learner.” Mr.Laurence uses many of the supplementarymaterials that accompany Glencoe’s Algebra 1text with his students, such as the Online StudyTools, the Vocabulary PuzzleMaker CD-ROM,Chapter Resource Masters, Reading and Writing in theMathematics Classroom, and the TestCheck andWorksheet Builder CD-ROM. Mr. Laurence saysthe Vocabulary PuzzleMaker is “excellent, becausefor kids who don’t like vocabulary, it is a funway to help them understand the words.”

Developing MathematicalSkills

Dr. Crane reports, “One of the biggest assets ofGlencoe’s Algebra 1, Geometry, and Algebra 2 seriesis that it requires students to think throughproblems logically and strategically. It letsstudents reason and arrive at an answerthemselves.” Mr. Laurence finds that the seriesprovides a lot of problems that encouragecritical thinking. “Kids have to think beforereacting to the problems that are throughoutthese texts. The problems and activities gobeyond typical everyday context, and challengeour students.”

Dr. Crane believes these books help developstudents’ skills in reading and writing ofmathematics, and applying concepts that theyneed for the MCAS. “The types of questionsand problems that they encounter in these textsprepare them for questions on the MCAS.”

Seeing Results

Results from the 2003 MCAS Grade 10Mathematics for BMC Durfee High show anincrease in the percentage of students scoringin the advanced and proficient performancelevels, as well as a decrease in the number ofstudents scoring in the needs improvementperformance levels. Dr. Crane says, “Our schoolranked second in improvement this past year onthe MCAS.” Ms. Mauretti shares, “Eighty-fiveto ninety percent of my geometry students havepassed the MCAS in the past year!”

Because BMC Durfee has been seeingimprovement in student performance sinceimplementing Glencoe’s Algebra 1, Geometry, andAlgebra 2 series, they recently purchased thelatest 2004 edition of the text. Dr. Cranecomments, “My staff went crazy and just lovedthe latest edition. It’s even more teacher-friendly,student-friendly, and even parent-friendly. Itimplements the standards better than anythingon the market today.” Ms. Mauretti says, “I amextremely happy with the 2004 edition. I lovethe way the book is set up and I love theproblems. With the new editions, I can see thatGlencoe cares about teachers, and I am glad.”

For More Information:Andy Laurence, 9th Grade TeacherBMC Durfee High School360 Elsbree StreetFall River, Massachusetts 02720Phone: (508) 675-8100E-mail: aberorange@aol.com

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he small town of Ellettsville, Indiana (pop. 4,000), is located 8 milesnorthwest of Bloomington and 55 miles southwest of Indianapolis.Ellettsville is in the jurisdiction of the Richland-Bean BlossomCommunity School Corporation and is home to Indiana University.Edgewood High School serves the 796 9th–12th grade students thathave come through Richland-Bean Blossom’s two primary, oneintermediate, and one junior high school. Currently, 80% of Edgewood’sstudents attend college.

A Solid Foundation

Mick Hammett, chair of Edgewood High School’s mathematicsdepartment, explains their history with Glencoe’s Algebra 1, Geometry, andAlgebra 2 series. “We’ve been using the Glencoe series for 12 years,” hestates. “We started in 1992, and we’ve been through two adoption cyclessince. In the adoptions, I get samples from publishers. As a team, we gothrough and compare and contrast the programs. It’s always a groupeffort. The criteria we used last time were the clarity of the text’sexamples, its readability, and its alignment with state standards. We’vealways felt, too, that the support materials offered by Glencoe are farsuperior to others.”

Doug Uhls, mathematics teacher at Edgewood, also recalls the last fewyears using Glencoe. “Glencoe’s books are clearly above and beyondother books,” Mr. Uhls says. “We’ve always liked them. The main reasonsare the great supplementary materials and all the extra practice problems.For math, that’s a must. We get stuff from other publishers all the time,but we’ve decided to continue with Glencoe’s Algebra 1, Geometry, andAlgebra 2 series. At adoption time, each teacher puts in an opinion basedon their classes, and Glencoe has always worked well for us.”

Building Higher-Level Skills

Mr. Hammett feels confident that the Algebra 1, Geometry, and Algebra 2series is providing Edgewood’s students with the mathematical skills thatthey need for higher-level classes. “The junior high followed our leadand adopted Glencoe Pre-Algebra,” he says, “and the series flows very welltogether. These texts set up opportunities for the kids to use criticalthinking skills. There are situations, examples, and problems that helpthem with the thinking process, as opposed to just memorizing a set

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pattern. Most of our students seem to be wellprepared for pre-calculus. They have very littledifficulty in making the transition.”

Mr. Uhls appreciates how concepts in theAlgebra 1, Geometry, and Algebra 2 series arespiraled and interconnected. “There’s mixedreview in all the sections,” he explains. “Thisseries does a good job of mixed review, which isimportant because math is such a verticalsubject where you build upon differentconcepts. We use the Diagnostic and PlacementTests at the beginning of each year to see wherethe students are. It gives us a place to start fromand helps us see what skills might need to bereviewed. That’s very helpful. When I firststarted at Edgewood I taught algebra, and thenwas away from it for a couple of years. When Icame back to teaching algebra, the studentsseemed to be better prepared than ever before.”

A History of Excellence

Indeed, Edgewood High School’s students havea long history of academic excellence andcontinuous improvement. Over the past several

years, scores on the ISTEP+ (Indiana StatewideTesting for Educational Progress) 10th gradestandardized mathematics test have beenconsistently improving, putting Edgewood wellabove Indiana’s public school averages. In2002–2003, Edgewood won Indiana’s “Four StarSchool Award” for being in the top 25% of allIndiana public schools in four categories—percentage of students passing both

English/Language Arts and math ISTEP, ISTEPmath proficiency, ISTEP language proficiency,and attendance rate.

Mr. Hammett credits much of this success toGlencoe’s Algebra 1, Geometry, and Algebra 2 series’alignment with Indiana state standards. “Thesebooks are written with the standards in mind.They make it easy for us to have a checklist andcheck off our state standards to assure thatwe’re covering each area well.” Mr. Uhls sumsup their opinions by saying, “We’ve been verypleased with these books. They do a good jobwith the basics and with more challengingtopics. The Glencoe series covers everythingwe need and more.”

For More Information:Mick Hammett, Mathematics

Department ChairEdgewood High School601 Edgewood DriveEllettsville, Indiana 47429Phone: (812) 876-3205E-mail:mham7333@rbbcsc.in.k12.us

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apides Parish (pop. 126,337), named for the “rapids” in the nearby RedRiver, is located in the geographic center of Louisiana. Comprised ofeight cities, the largest of which is Alexandria, Rapides Parish Public

School District currently serves over 24,000 students at 54 facilities.

Alexandria Senior High School, Oak Hill High School, and Tioga HighSchool are three of eleven high schools in Rapides Parish. AlexandriaSenior High School, located in Alexandria, has an enrollment ofapproximately 1,000 9th–12th graders. Oak Hill High School, located in Hineston, serves just over 300 predominantly Caucasian students.Tioga High School, located in Tioga, serves approximately 950 students,74% Caucasian, 23% African American, 2% American Indian, 1/2% Asian/Pacific Islander, and 1/2% Hispanic/Latino.

Adoption Process

Every seven years, Rapides Parish Public School District conducts atextbook adoption process. Connie Tyler, curriculum coordinator andassistant principal at Alexandria Senior High explains, “The state adoptsseveral books for the districts to choose from. At the district level, weform a textbook committee with one teacher from each school. Theylook at the materials provided by the different publishers, and bringthem back to their schools to share with their colleagues and get input.Then the committee comes back together and votes on a textbook forthe district to adopt.”

Johnnette McNeal, mathematics department chair at Tioga High Schoolrecalls, “Our school chose Glencoe because it was easy to read, organizedwell, came with supplementary materials, and the biggest feature for uswas the real-world applications. The text we were using before did nothave any real-world applications, and did not have the power of thesupplementary materials.” Colleague Jody Goodman, Tioga High Algebra 1 teacher agrees. “The book had a lot more application problems,and the other books we looked at were just drill and practice. WithGlencoe’s Algebra 1, Geometry, and Algebra 2 series, there were examples thatwere easy to follow and plenty of extras to use.” Lynn Johnson, AlexandriaHigh teacher shares, “Our department also came to consensus aboutGlencoe being the program for us. It incorporated a lot more technology,its activities and applications were real-world, and the information wasbroken down into small enough pieces so that students could grasp itmore easily.”

Rapides Parish Public School DistrictAlexandria, Louisiana

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Rapides Parish adopted Glencoe’s Algebra 1,Geometry, and Algebra 2 series and implementedthem in the 1998–1999 school year. Algebra 1 isused predominantly in 9th grade, Geometry in10th grade, and Algebra 2 in 10th and 11thgrades.

Classroom Experience

Glencoe’s Algebra 1, Geometry, and Algebra 2 seriesis meeting the needs of classrooms throughoutRapides Parish. Ms. Tyler states, “Our teacherswere very excited when we adopted thisGlencoe series five years ago, and they havenot complained at all about it, which for a highschool teacher is a very high compliment. It’s agood sign when there are no complaints; itmeans things are going well. I think theGlencoe series has all the things teachers needto teach to our state benchmarks.”

Monica Ward, Oak Hill High 9th & 10th grademath teacher shares, “Glencoe’s Algebra 1,Geometry, and Algebra 2 series is easy to use. Itfollows our state benchmarks, and hassupplemental materials. I like the Dinah Zike’sTeaching Mathematics with Foldables. It is wonderfulbecause it is different, and hands-on.” Ms.Goodman finds the series easy to follow also,and especially likes the application problemsbecause “They are varied and there are a lot tochoose from. With Glencoe, there is just somuch to pull from to build your lesson.” Ms.Johnson also echoes her colleague’s commentsand says, “There are various kinds of activitiesincluded in the text that lend themselves todifferent learning styles, such as activities withmanipulatives or technology, or larger projectswhere kids can work in groups.” Ms. Johnsonsuccessfully uses the following supplementarymaterials with her students: WebQuest Projects,Vocabulary PuzzleMaker CD-ROM, Teaching Algebrawith Manipulatives, Reading and Writing in theMathematics Classroom, Diagnostic and Placement Tests,and the TestCheck and Worksheet Builder CD-ROM.

Teachers from the district not only find thematerials teacher-friendly, but they also find

that the series teaches mathematical thinkingand reasoning as opposed to just memorizationof functions. Ms. Ward believes the seriesteaches “higher-order learning in each sectionby posing critical thinking problems that askthe student to apply what they are taught.” Ms. Johnson believes “the questions asked inindividual sections try to pry common senseanswers from the students; answers that are nottypically memorized. Students have toformulate their own answers and conclusions.”

Gradual Improvements

Ms. Ward reports, “I’ve seen improvement inskill development from year to year withGlencoe’s Algebra 1, Geometry, and Algebra 2 series,and from the beginning of a year to the end ofa year.” State test results support Ms. Ward’scomments. In Louisiana, students in 10th gradeare required to take an examination called theGEE 21, or Graduation Exit Examination forthe 21st Century. The exam is correlated withthe state’s academic standards and benchmarks,and measures student skills in English andmathematics. Students are scored on fiveachievement levels: advanced, proficient, basic,approaching basic, and unsatisfactory. Ms. Tylerreports, “Our scores improved in 2002, with65% of our students scoring proficient to basic,and in 2003, 72% of our students scoringproficient to basic. The test has been updatedfor the next year’s testing, and we hope that ourstudent scores will still go up with Glencoe’ssupport.”

For More Information:Connie Tyler, Assistant Principal &

Curriculum CoordinatorRapides Parish School District800 Ola LaneAlexandria, Louisana 71303Phone: (318) 448-8206 E-mail: tylerc@rapides.k12.la.us

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ock Hill, South Carolina (pop. 49,765), is located in the north-central part of the state, about 25 miles south of downtownCharlotte. Rock Hill School District has 15 elementary schools,

four middle schools, and two high schools. Their student population is56% Caucasian, 37% African American, 3% Latino, 2% Asian/PacificIslander, and 2% American Indian/Native Alaskan.

Implementing Change

Julia Robbins is an instructional specialist for Rock Hill School District,responsible for coordinating mathematics education in kindergarten totwelfth grades. She explains their process for mathematics textbookadoption during the 2002-2003 school year: “During each cycle, we getto choose from five programs on the state-approved list, and Glencoe’sAlgebra 1, Geometry, and Algebra 2 series was one of the choices. I obtainsamples of the texts and our committee reviews each with a textbookrating form.” The textbook adoption committee included one Algebra 1teacher, one Algebra 2 teacher, and one Geometry teacher from eachhigh school, plus one Algebra 1 teacher from each of Rock Hill’s middleschools.

According to Ms. Robbins, the rating form covered many features,including quality and clarity of lesson design, quality and quantity ofteacher support, and alignment with state standards. “The teachers rateeach text on a separate form,” Ms. Robbins explains. “But the mainquestion is: do they like the series and do they want to use it in theirclassrooms? I have input and I can make suggestions, but the teachersneed to be happy with their choice. I’ve also learned to be very carefulabout alignment with state standards. Sometimes publishers say a bookis aligned and you begin teaching, and it’s not. The Glencoe Algebra 1,Geometry, and Algebra 2 series is right on target.” Susan Cobb, an 8th gradeAlgebra 1 teacher at Rawlinson Road Middle School agrees with Ms.Robbins: “I think Glencoe Algebra 1 aligns very well with the statestandards. With our old texts, there were some holes. With Glencoe’stexts, I haven’t had to supplement at all.”

Ms. Robbins and the textbook adoption committee agreed, and Glencoe’sAlgebra 1, Geometry, and Algebra 2 series was adopted district-wide, startingin the 2003–2004 school year.

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Tools for Success

According to Ms. Robbins, one of the primarycriteria for choosing new mathematicstextbooks is how well they will support RockHill’s teachers. “One thing I think about, as adistrict representative, is the teachers thatmight not be as strong,” she states. “I thinkabout the teachers who are new or who maynot be as creative as others. The better theprogram you can put in their hands, the betterteaching you’ll get. The Glencoe Algebra 1,Geometry, and Algebra 2 series will help them to bebetter teachers. If you use this program, youreally can’t go wrong. The lesson organizationis very strong; there are good ancillary materialsto make all teachers more effective and abeginning teacher more confident.”

Ms. Cobb agrees that the Algebra 1, Geometry,and Algebra 2 series supports her in her dailyteaching. “I think this series is very easy to use,”she says. “The Teacher Wraparound Edition has gotit all laid out for you, and you can accesseverything on CD-ROM. I can print out ahandout that I need right there in class if I runout of copies or for a child who’s absent. Thereare so many different tools for assessment, aswell. There are practice workbooks, practicetests, and a test generator. With the testgenerator, I can manipulate the questions toprovide different types of questions, likemultiple choice and short answer. There areword problems and real-life situations, so thestudents understand what they’re doing andwhy. I’ve also taken advantage of Teaching Algebrawith Manipulatives. It’s great for visual learnersthat need to see examples and diagrams. Mystudents also really enjoy the Foldables™ as analternative to traditional notes.”

Integrating Technology

Ms. Robbins feels that another important pieceof Glencoe’s Algebra 1, Geometry, and Algebra 2series is its balance of traditional content andopportunities for use of technology. “Glencoe

has always provided tremendous amounts ofteacher support,” she says. “The series savesteachers time in making lesson plans and tests;all the effort was put into this series for them.”

Ms. Cobb and her students have been takingadvantage of many of the technological featuresof the Algebra 1, Geometry, and Algebra 2 series. “I use the Glencoe Web site, the TeacherWorks CD-ROM, the Interactive Chalkboard CD-ROM,and the TestCheck and Worksheet Builder CD-ROM,”she states. “Our parents were very pleased atopen house this year with all the resources thatgo along with Algebra 1. They really like thatthere’s a Web site and that their children canstudy for tests online.”

High Expectations

Though they are only in their first school yearusing Glencoe’s Algebra 1, Geometry, and Algebra 2series, Ms. Robbins and Ms. Cobb have highexpectations for the future. “The lower gradesuse Glencoe’s Mathematics: Applications and Conceptsand Pre-Algebra, and we think it will flow well,”says Ms. Cobb. “We’re also going to get fartherin Algebra 1 this year than before. Glencoe isjust a great series. It has something for everytype of teacher.”

With help from the Glencoe Algebra 1, Geometry,and Algebra 2 series, Ms. Robbins also expectsRock Hill’s faculty and students to flourish. “It’simportant to me that this series has plenty ofresources to support our teachers and students.If our teachers are unhappy with a text, my lifeis miserable. Honestly, I didn’t adopt this seriesbecause it would make my life easier, but it has!”

For More Information:Julia Robbins, Instructional SpecialistRock Hill School DistrictP.O. Box 10072Rock Hill, South Carolina 29731Phone: (803) 981-1058E-mail: jrobbins@rock-hill.k12.sc.us

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Content/Skills-Building

“In general, Glencoe materials are in a much more user-friendly format,with illustrations that are up-to-date and real-life examples that get thekids’ attention. Its Pre-Algebra is a well thought out program with interest-grabbing examples presented in eye-catching format, along with plentyof practice. It’s a great program for students as well as for teachers.”

Sherry Billings, TeacherCarver Middle School, Virginia

“I think Glencoe Pre-Algebra teaches reasoning very well with its emphasison word problems, and not just number problems. Word problems forcestudents to do some reading and pick necessary information to solve aproblem. The real-world application problems at the beginning of eachchapter also help.”

Paul Roberts, 8th Grade TeacherCarroll Junior High Magnet, Louisiana

“Glencoe’s Algebra 1, Geometry, and Algebra 2 series is more alive andstudent-centered. It is visual and has excellent examples. It is great helpfor me writing lesson plans, especially when students are absent. I lovethe supplementary materials; they are excellent.”

Lizan Alleyne, TeacherF.W. Springstead High School, Florida

Ease of Use/Flexibility

“Glencoe Pre-Algebra is absolutely easy to use. It has a lot of flexibility andgives you a variety of ways to present the material. It lets the teacher usehis or her own ability to implement the material, instead of having onlyone way. It is not rigid, but very flexible. It also has a lot of practice forthe students, as well as all the online supplemental materials that theycan use. The textbook we were using before had very few examples, noapplications, and had no supplemental materials to accompany it. It wasreally boring and difficult to get the students motivated to learn.”

John Epperson, Mathematics Department ChairMeadowbrook High School, Ohio

“One of the keys to Glencoe Pre-Algebra is its flexibility/versatility, whichallows me to diversify my instruction to reach all my students and theirwide range of abilities. It offers a variety of materials so that lessons canbe differentiated to fit all learning styles. With a diverse population,instruction must be differentiated so that each student can achieve theirpotential. Glencoe Pre-Algebra allows for this and makes it easy to do.”

Linda Gibson, Mathematics Department ChairAnderson High School, Indiana

Other Comments on the Glencoe Pre-Algebra,Algebra 1, Geometry, and Algebra 2 Series

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“I find Glencoe Pre-Algebra very easy to use. The pacing of the lessons is really well done,and the sequencing is much better than other books I have seen. The supplementalresources that reinforce learning are excellent, and the assessment materials in the bookand included with the supplemental resources are right on. I really like that there is areview at the end of each chapter that gives me a feel of where my students are andwhether or not I need to do some reteaching.”

Anthony Gillespey, 7th Grade TeacherParkland Middle School, Texas

“Glencoe Pre-Algebra is an excellent textbook and I would recommend it to any school. It’s veryuser friendly, and has sufficient examples. It is also formatted exactly how you would teachthe lesson, with the objectives, followed by examples, guided practice, and then practiceproblems for students to do on their own. One feature I particularly like is the 5-Minute CheckTransparencies with Standardized Test Practice. I use one a day at the beginning of the class, as aproblem of the day. They are a lifesaver, and an excellent way to refresh students’ memories.”

Paul Roberts, 8th Grade TeacherCarroll Junior High Magnet, Louisiana

“This series is easy to use. What I like about Glencoe’s Algebra 1, Geometry, and Algebra 2series is all the additional resources, the workbook, the test bank, all the variousbooklets, the cumulative review, the mid chapter tests, and the computer resources.”

Ellen Porcaro, Mathematics Department ChairPreston High School, New York

“I think that Glencoe’s Algebra 1, Geometry, and Algebra 2 series is very easy to use and I usemy time wisely. Once a teacher gets a complete kit—textbook and supplementarymaterials—it gives you guidelines of what you can do and use with each lesson. We usethe Algebra 1 textbook for Algebra 1a and 1b at our school and the text alreadyaddresses how to use it over two years for slower learners. It also tells you how to use itwith the general population and with honors students.”

Lizan Alleyne, TeacherF.W. Springstead High School, Florida

Student Response/Success

“Glencoe Pre-Algebra has challenged our students to a higher level of standard. It makes ourstudents successful as 8th grade algebra students, and also makes them score higher onstate test scores, which makes us teachers very happy.”

Nancy Blankenship, Mathematics Department ChairParkland Middle School, Texas

“I think the students definitely like this book better, because they can see something realthat relates to something in real life, versus looking at the abstract. With this series theysee things that they see on TV and elsewhere. Many students are able to read and doexamples by themselves, even the absent students. I think my students’ skills haveimproved and that they are successful because of Glencoe’s Algebra 1, Geometry, and Algebra2 series.”

Lizan Alleyne, TeacherF.W. Springstead High School, Florida

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he following list of research provides a brief overview of findings inmathematics education. Each of these, along with additional research, hasplayed a role in the development of Glencoe’s Pre-Algebra, Algebra 1, Geometry,and Algebra 2. The authors continue to update the programs as new studies arepublished and new research on instructional methods becomes available.

Booth, L. (1988). Children’s difficulties in beginning algebra. In A. F. Coxford(Ed.), The ideas of algebra, K–12. 1988 Yearbook of the National Council ofTeachers of Mathematics, Reston, VA: NCTM.

Boyd, Carter, Cummins, Flores, & Malloy. (2004). Geometry, Glencoe, p. 90.

Bretzing, B. H., & Kulhary, R. W. (1979). Notetaking and depth ofprocessing. Contemporary Educational Psychology, 4(2), 123–153.

Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levelsof development in geometry. Journal for Research in Mathematics Education.

Carter, J. F., & Van Matre, N. H. (1975). Note taking versus note having.Journal of Educational Psychology, 67(6), 9-00-904.

Chazan, D. (1993). High school geometry students’ justification for theirviews of empirical evidence and mathematical proof. Educational Studies inMathematics, 24, 359–387.

Choi-kuh, S. S. (1999). A student’s learning of geometry using the computer.Journal of Educational Research, 92, 301–311.

Clements, Douglas H., & Batista, M. T. (1992). Geometry and spatialreasoning. In D. A. Grouws (Ed.), Handbook of research on mathematicsteaching and learning (pp. 420–464). New York: Macmillan.

Davis, B. M. (1998). Middle school algebra: Variables for success. (Researchreport.) Available from Eric Document Reproduction Service, ED 436 363.

Demana, F. (2000). Using technology to prepare all students for success inalgebra. Columbus, OH: The Ohio State University.

DeVaney, T. A. (1996). The effects of instructional practices on computationand geometry achievement. Paper presented at the meeting of the Mid-SouthEducational Research Association, Tuscaloosa, AL.

De Villiers, M. (1990). The role and function of proof in mathematics.Pythagoras, 24, 17–24.

Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinkingin geometry among adolescents [Monograph 3]. Journal for Research inMathematics Education, Reston, VA: NCTM.

Henderson, D. W. (1996). Experiencing geometry on plane and sphere.Upper Saddle River, NJ: Prentice Hall.

Jacobson, C. (2000). Teacher appropriation and student learning of geometrythrough design, Journal for Research in Mathematics Education, 31.

AppendixResearch Supporting Content and Instruction in Glencoe’s Pre-Algebra,

Algebra 1, Geometry, and Algebra 2: A Selected Annotated Bibliography

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Kieran, C. (1992). The learning and teaching of school algebra. In D. A. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 390–419). New York,NY: Macmillan.

Kinzel, M. T. (1999). Understanding algebraic notation from the students’ perspective.Mathematics Teacher, 92(5), 436–442.

Lawson, M. (2000). Knowledge connectedness in geometry problem solving, Journal forResearch in Mathematics Education, 31.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction thatWorks, ASCD, Alexandria, VA.

Mitchelmore, M. C., & White, P. (1998). Development of angle concepts: A frameworkfor research. Mathematics Education Research Journal, 10, 4–27.

Monroe, E. E. (1997). Using graphic organizers to teach vocabulary: How does availableresearch inform mathematics instruction? (ERIC Document Reproduction Service No.ED 414 256)

National Council of Teachers of Mathematics (2000). Principles and Standards forSchool Mathematics. Reston, VA: NCTM.

National Research Council (1998, September). Nature and role of algebra in the K-14curriculum: Proceedings of a National Symposium (Washington, DC, May 1997).Washington, DC: National Academies Press.

No Child Left Behind Act of 2001, Section 9101, item 37.http://www.ed.gov/legislation/ESEA02/pg107.html#sec9101

O’Callaghan, B. R. (1998). Computer-intensive algebra and students’ conceptualknowledge of functions. Journal for Research in Mathematics Education, 29, 21–40.

Philipp, R. A. (1992). A study of algebraic variables: Beyond the student-professorproblem. Journal of Mathematical Behavior, 11, 161–176.

Posamentier, A.S. (1989). Geometry: A remedy for the malaise of middle schoolmathematics. Mathematics Teacher, 82(9), 678–80.

Post, T., Behr, M., and Lesh, R. (1988). Proportionality and the development of pre-algebraunderstanding. In A. F. Coxford & A. P. Schulte (Eds.), The ideas of algebra K–12 (1988Yearbook of the National Council of Teachers of Mathematics). Reston, VA: NCTM.

Realy, L. (2000). A study of proof conception in algebra. Journal for Research inMathematics Education, 31.

Robinson, D. H., & Kiewra, K. A. (1995). Visual argument: Graphic organizers aresuperior to outlines in improving learning from text. Journal of Educational Psychology.

Senk, S. L. (1989). van Hiele levels and achievement in writing geometry proofs. Journalfor Research in Mathematics Education, 20, 309–321.

Smith, E. (2003). Stasis and Change: Integrating patterns, functions, and algebra throughoutthe K–12 curriculum. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A ResearchCompanion to Principles and Standards for School Mathematics. Reston, VA: NCTM.

Sutherland, R., & Rojano, T. (1993). A spreadsheet approach to solving algebraproblems. Journal of Mathematical Behavior, 12, 353–383.

Swafford, J. O., Jones, G. A., & Thornton, C. A. (1997). Increased knowledge in geometryand instructional practice. Journal for Research in Mathematics Education, 28, 467–483.

Wenger, R. H. (1987). Cognitive science and algebra learning. In A. H. Schoenfeld(Ed.), Cognitive science and mathematics education (pp. 217–251). Hillsdale, NJ:Lawrence Erlbaum Associates.

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