St. Augustine High School Mathematics Curriculum Philosophy

St. Augustine High School is committed to the continued evolution of its curriculum and the various course offerings and sequencing determined as a result of rigorous and ongoing research, data-based studies, and in-depth discussions with our alumni and department members.  As a result of the continued focus of families on the placement and sequencing within the St. Augustine HS mathematics department we would like to share a bit of the philosophy and processes that we use to guide our department’s principles and goals.

St. Augustine HS Mathematics Curriculum

St. Augustine HS remains committed to college subject based mathematics course offerings.  In the recent years as many schools, both public and private, pushed towards adopting an integrated math program, Saints continued to follow the traditional subject based math that our students will take throughout their college years.  A simple review of a university course catalog reveals subject based mathematics remains the curriculum of choice throughout higher education.  Whether it is Stanford or San Diego State the course catalog is filled with courses based on Algebra, Geometry, Statistics, and Calculus.

Stanford University- Math Courses  SDSU- Math Courses

St. Augustine HS Philosophy on Math Placement

In the drive to make it to calculus by the senior year, students often rush through algebra and geometry in lockstep with their gifted peers whether they are ready for it or not. The end result is a group of students who have “succeeded” in high school calculus without really having the proper foundations, (creating) a tower built on sand.

-American Institute of Physics 

St. Augustine HS strives to build foundational concepts on which students will compound their knowledge and thus succeed at higher levels of mathematics when a student is ready.  The mathematics department is more concerned about where a student finishes their mathematics experience rather than where a student starts. 

The “acceleration” of students through high school math is not helping students, and in fact may be hurting them. This acceleration begins with the push to have students take 8th grade algebra and continues through senior-year calculus. Many students take calculus in high school because they believe it will satisfy college expectations. They also do so because everyone else is doing it, or because their parents urge them to take it. The calculus fever is very strong, but the question is, is that better, and does the acceleration strategy work? Simply put, the evidence shows it does not.

-Dr. Joe Rosenstein to an audience at the National Conference of Teachers of Mathematics Professor of Mathematics, Rutgers University

Studies continually reveal that when students are accelerated through math courses without a solid foundation built on algebraic concepts, they will in fact encounter greater rates of frustration and failure at the highest levels.  In an Edsource.org article from January 2022, 21 of 23 Cal State University campuses had at least a 20% D, F, or withdrawal rate in Calculus 1.  In fact, those numbers, as awful as they are, have improved as college administrators have applied for grants from the CSU Chancellor’s Office and National Science Foundation. These grants, as stated by Julie Glass the CSU, East Bay  Mathematics Department Chair, “are designed to help the struggle with foundational and essential algebraic skills.”  St. Augustine HS, recognizing this, is committed to placing our students into classes that will empower them with the foundational skills that will set them apart from their peers and provide them with the best possible chances for success at the highest academic levels.               

Resources

http://phys.org/news/2015-11-calculus-bad-students-futures-stem.html

https://edsource.org/2022/high-calculus-failure-rates-thwart-students-across-csu/664771

https://www.edweek.org/teaching-learning/a-rush-to-calculus/2009/04

Math Placement Pathways

Placement into the St. Augustine HS math program begins with the collection of data from the admissions process.  A combination of data from the High School Placement Test (HSPT), the Algebra Supplement Test (administered at Saints), recommendation forms, and report cards provides the first predictor of a student’s math placement.  In addition to these first steps, Saints offers all students the opportunity to demonstrate their Algebra skills by taking the Algebra Proficiency Exam that is offered each Spring.  The Algebra Proficiency Exam is discussed at New Family Night and a handout detailing the 90 minute test will be provided to our new families.