CSAP MATH SCORE 2003

Overall

Standard 1/6

Standard 2

Advanced

Proficient

Unsatisfactory

NONE

Standard 3

Standard 4/5

Partially Proficient

Standard 1
Students develop number sense and use numbers and number relationships in
problem-solving situations and communicate the reasoning used in solving these
problems.
Standard 2
Students use algebraic methods to explore, model, and describe patterns and
functions involving numbers, shapes, data, and graphs in problem-solving situations
and communicate the reasoning used in solving these problems.
Standard 3
Students use data collection and analysis, statistics, and probability in problemsolving situations and communicate the reasoning used in solving these problems.
Standard 4
Students use geometric concepts, properties, and relationships in problem-solving
situations and communicate the reasoning used in solving these problems.
Standard 5
Students use a variety of tools and techniques to measure, apply the results in
problem-solving situations, and communicate the reasoning used in solving these
problems.
Standard 6
Students link concepts and procedures as they develop and use computational
techniques,
including estimation, mental arithmetic, paper-and-pencil,
calculators, and computers, in problem-solving situations and communicate the
reasoning used in solving these problems.

Above is the standards with a graph of the results of 2003 CSAP MATH results.
There is some bad news and good news with the graphs above. The good news is
that the general overall graph nearly follows a Gaussian bell curve fit which is
encouraging because this means there is a good spread between the students. With
this said however this is always room for improvement. Standard 4/5 was the
strongest for this group of students. 1/6 and 2 on the other hand had the largest
parts of unsatisfactory students.
With this data in mind it shows that students are doing a very good job with
geometry. And however need a boost with standard 2. I would recommend maybe
shifting some of the warm up problem to incorporate this material but still retain
what they students are currently engaging in. This would help reinforce this
standard.
The other weak standard was 1/6. This easiest way to overcome this was to have
more word problems and have the students write out what they know. Very similar
to when an engineer must draw his FBD before he continues. If they get in the habit
of writing out they know then I will be easier for the student to connect the dots of
this problem to other problems. Also having problems that are cross platform is also
a great approach.
Zackery, Roberson
2/19/15