The mathematics required for graduation from high school

1954 ◽  
Vol 47 (5) ◽  
pp. 315-319
Author(s):  
W. I. Layton
Keyword(s):  
High School ◽  
High Schools ◽  
District Of Columbia ◽  
The State ◽  
Departments Of Education ◽  
State Departments Of Education

The purpose of this study is to try to determine the kind and amount of mathematics which each of the fort y-eight states and the District of Columbia require for graduation from the high schools located within their boundaries. The data included are based upon material made available to the writer in 1952 by the state departments of education.

Teaching Pupils How to Study Mathematics

1921 ◽  
Vol 14 (6) ◽  
pp. 311-320
Author(s):  
Alfred Davis
Keyword(s):  
High School ◽  
High Schools ◽  
Daily Living ◽  
School Curriculum ◽  
The State ◽  
General Outline ◽  
High School Curriculum ◽  
Effective Manner

Of all the considerations connected with the study of mathematics, and indeed with the study of any subject, the most important is the mastery of the art of study itself. No topic has been so generally overlooked and neglected heretofore. This neglect is the source of many of our difficulties in teaching, and of many of the criticisms that have been heaped upon the various studies. A supervisor of the high schools of one of our states recently made a general outline for the reorganization of the courses in mathematics for the state. The matter of teaching pupils how to study had been entirely overlooked. His attention was called to the matter, and, realizing its importance, he made it a part of the program. After all, this is the chief thing to be gained from our schools. The pupil must leam the “how.” The “what” is not of so great importance. The “what” frequently changes. The “how” is relatively constant. In other words, the pupil should learn how to attack a problem with economy of time and effort, and with the greatest efficiency. The information he gains in the process is incidental, and illustrative of what he ought to expect as a result of his efforts after he has been trained. It is this sort of training that gives the educated man a measure of his powers, and ability to use these powers in the most effective manner in the various problems which he meets in his daily living. If education fails in this it fails utterly; indeed, it is then not education at all, it is a farce, and the school is a failure. Yet this is the point at which the schools do fail most lamentably. No subject in the high school curriculum is equal to mathematics in its opportunit ies for teaching the art of study. Geometry is especially valuable for this purpose.

scholarly journals Implementasi Kurikulum 2013 (K-13) dengan Pendekatan Saintifik (Metode 5M) Terhadap Siswa pada Mata Pelajaran Matematika di SMA/MA Negeri Kec. Sape

2018 ◽  
Vol 6 (2) ◽  
pp. 103
Author(s):  
Edi Mulyadin ◽  
Khaldun Riyadi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High Schools ◽  
Teaching And Learning ◽  
The State ◽  
Learning Activities ◽  
Research Report ◽  
Public High School ◽  
Scientific Approach ◽  
K 13

<p>Berdasarkan hasil observasi di SMA Negeri 1 Sape diperoleh informasi bahwa masih banyak permasalahan yang berkaitan dengan pelaksanaan Kurikulum 2013 (K-13 di sekolah khususnya jenjang Sekolah Menengah Atas (SMA) sederajat yang statusnya Negeri yang ada di wilayah Kecamatan Sape Kabupaten Bima. Adapun tujuan penelitian ini yaitu untuk mengetahui sejauh mana efektifitas implementasi kurikulum 2013 dengan pendekatan saintifik (metode 5M) terhadap siswa pada mata pelajaran matematika. Menulis laporan penelitian kualitatif. Hasil penelitian menunjukkan bahwa secara umum implementasi K-13 di kecamatan Sape masih kurang efektif karena masih ditemukan beberapa kendala di masing-masing sekolah yang peneliti kunjungi sebagai tempat penelitian, karena memang setiap sekolah memiliki keunggulan dan ciri khas dalam pelaksanaan kegiatan belajar mengajar (KBM) maupun dalam mengimplementasikan kurikulum yang berlaku di sekolah tersebut, salah satu hal yang mempengaruhinya adalah karakter siswa yang berbeda dimasing-masing sekolah.</p><p> </p><p>Based on observations at Sape 1 Public High School, information was obtained that there were still many problems related to the implementation of the 2013 Curriculum (K-13 in schools, especially the equivalent status of high schools in the State in Sape District, Bima District. The purpose of this study was to determine how far the effectiveness of applying the 2013 curriculum with a scientific approach (5M method) to students in mathematics. Writing a qualitative research report The results showed that in general, the implementation of K-13 in Sape District was still ineffective because there were still some obstacles encountered in every school visited by researchers. as a place of research, because indeed each school has advantages and characteristics in the implementation of teaching and learning activities (KBM). As well as in implementing the curriculum that applies to schools, one of the things that influence it is the different character of students in each school.</p>

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Marty Pollio ◽  
Craig Hochbein
Keyword(s):  
High School ◽  
High Schools ◽  
School Reform ◽  
Secondary Schools ◽  
Test Scores ◽  
Standardized Test ◽  
The State ◽  
Standardized Test Scores ◽  
Grading Practices ◽  
Standards Based Grading

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

scholarly journals Societal Values in Jewish State Religious and State Secular Schools in Israel

2018 ◽  
Author(s):  
Yaacov J Katz
Keyword(s):  
High School ◽  
High Schools ◽  
Jewish Identity ◽  
The State ◽  
Jewish Tradition ◽  
Jewish State ◽  
Societal Values ◽  
Knowledge Based ◽  
Heritage Education ◽  
Secular Schools

The Israeli Jewish educational system offers mandatory religious and heritage education specially tailored to the specific needs of the state religious and state secular sectors of the Israeli population. In both state religious and state secular schools, study about Jewish religion, Jewish tradition, Jewish history, and Jewish culture falls under the category of religious and heritage education and, as such, addresses the normative societal values common to both sectors in Israeli Jewish society. In state religious schools religious and heritage education is both faith and knowledge based and is characterized by an emphasis on religious themes underlying societal values, whereas in state secular schools religious and heritage education is entirely knowledge based with emphasis on the secular character of societal values. In the present study a questionnaire designed to examine the values of Jewish identity, Jewish tradition, Jewish peoplehood, humanism and universalism was administered to 84 eleventh grade students in Israeli state religious and state secular high schools. Results of the study indicate that while students in the state religious high school hold significantly more intense attitudes toward Jewish identity, Jewish peoplehood and Jewish tradition, students in the state secular high school exhibited significantly more intense attitudes toward humanism and universalism. The results of the study were explained in light of the different emphases characterizing religious and heritage education studied in state religious and state secular high schools and the resulting differences in the intensity of the influence of religiosity or secularity on the formation of societal values of students in the two educational sectors.

scholarly journals El contexto sí importa . Violencia de género hacia las estudiantes en escuelas secundarias y preparatorias en Guanajuato

2016 ◽  
Vol 8 (2) ◽  
pp. 17
Author(s):  
Rocío Rosas Vargas ◽  
Alberto Valdés Cobos ◽  
Teodora Hurtado Saa
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Violence Against Women ◽  
The State ◽  
Gender Violence ◽  
School Students ◽  
Research Project ◽  
Women And Girls ◽  
Las Mujeres

Resumen: El objetivo de esta investigación fue analizarlos tipos de violencia de género hacia las niñas ymuchachas en las escuelas secundarias y preparatoriasen el sur del estado de Guanajuato, por medio de técnicascualitativas y cuantitativas, para que, junto con los ylas actoras involucradas se propongan alternativas desolución a la problemática detectada. En este trabajo sepresentan algunos de los hallazgos, pero relacionándoloscon la violencia hacia las mujeres en el estado y en suscomunidades, ya que la violencia hacia las mujeres no esun hecho individual ni aislado, es un fenómeno complejodonde las mujeres pueden llegar a vivir la violencia entodos los ámbitos de su vida.Palabras clave: Violencia contra mujeres y niñas, estudiantesde secundaria y preparatoria, estado de GuanajuatoContext Does Matter. Gender Violence against FemaleStudents in Middle and High Schools in GuanajuatoAbstract: The objective of this research project was toanalyze the types of gender violence against girls andyoung women in middle and high schools in the southernstate of Guanajuato, through qualitative and quantitativetechniques, in order to propose, along with the actorsinvolved, possible solutions to the problems identifi ed. Inthis paper we present some of the fi ndings, but relatingthem to violence against women in the state in generaland in their communities, since violence against womenis not an isolated phenomenon, but a complex one wherewomen can experience violence in all areas of their life.Key Words: violence against women and girls, middleand high school students, Guanajuato state

scholarly journals Going Beyond the State Law: Investigating High School Sport-Related Concussion Protocols

2020 ◽  
Author(s):  
Erica Beidler ◽  
Cailee E. Welch Bacon ◽  
Nicholas Hattrup ◽  
Cassidy Powers ◽  
Lilly Saitz ◽  
...  
Keyword(s):  
High School ◽  
High Schools ◽  
Sports Medicine ◽  
Athletic Trainers ◽  
The State ◽  
Return To Play ◽  
Athletic Trainer ◽  
Full Time ◽  
State Law ◽  
Part Time

Context: State laws provide general guidelines for sport-related concussion (SRC) management, but do not comprehensively address the multiple layers of management for this complex injury. While high schools are encouraged to develop a SRC protocol that includes both state law tenets and additional management practices, the execution of this warrants examination. Objective: To investigate state law compliance and practice components included in high school SRC protocols, and determine whether the degree of sports medicine coverage influenced protocol quality. Design: Qualitative document analysis. Setting: High school athletics. Participants: In total, 184 Pennsylvania high schools [24.3% of schools statewide; full-time athletic trainer=149, part-time athletic trainer=13, missing=21] voluntarily provided copies of their protocol from the 2018–2019 academic year. Main Outcome Measures: Four athletic trainers conducted document analyses using a 67-item component analysis guide. Frequencies were computed for included protocol components related to the state law, preparticipation and prevention, recognition and assessment, and management. The difference in the total number of included components (max 60) by sports medicine coverage was assessed using a Mann-Whitney U test. Results: There was heterogeneity in components included in the submitted protocols. Only 23.4% included all mandatory state law tenets. Immediate removal from play was noted in 67.4% of protocols, while only 1.6% contained prevention strategies. Return-to-play was addressed more frequently than return-to-learn (74.5% versus 32.6%). The sample had a mean of 15.5±9.7 total components per protocol. Schools with full-time sports medicine coverage had significantly more protocol components than those with part-time athletic trainers (15 [8.5–22.5] versus 6 [3–10.5] median components; U = 377.5, p &lt; .001) Conclusions: School-level written SRC protocols were often missing components of the state law and additional best practice recommendations. Full-time sports medicine coverage in high schools is recommended to increase SRC protocol and healthcare quality.

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