What if your goal was to ensure that every student in your district successfully completed two college-level math courses prior to high school graduation?
This is exactly the kind of question that makes leaders in mathematics education cringe and makes other stakeholder roll their eyes. But, your attitude toward the question might be different if you consider the gains we have made in mathematics education over the past 25 years. Throughout my career as a member of Maryland’s mathematics education community, I have observed and participated in several distinct eras of mathematics reform. Each reform effort was purposeful in its design and offered, to the public, a “promise” that our graduates were ready for the world after high school.