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Math Comparison <br />100 ..�.�_..�.�. -- <br />95 <br />CD <br />cc 90 —State <br />L <br />> ; 85 CHCCS <br />80 <br />cc <br />, <br />OCS <br />0 75 <br />Cz <br />70 <br />Chatham <br />° <br />Cn Grade Grade Grade Grade Grade Grade --- Durham <br />3 4 5 6 7 8 Wake <br />Math Math Math Math Math Math <br />Grade Level <br />Source: NC School Report Cards, 2003 -2004 <br />Figure 9. Middle School Mathematics Performance (Percent at or above Grade Level on <br />EOGs) <br />Schools across OCS use different mathematics texts, some use Hartcourt Brace, <br />others Houghton Mifflin, most Saxon Math. While the district is moving to single text <br />adoption this year, chosen by committees of teachers and central office curriculum staff, <br />choice and implementation of a successful mathematics curriculum is difficult and <br />challenging. Saxon Math, for example, a highly scripted program, while successful in <br />preparing students for the EOGs, allows little differentiation, and may not provide the <br />mathematical thinking skills needed for continuing proficiency as mathematics becomes <br />more complicated. A recent study (McNeil et al, 2004) has argued that scripted arithmetic <br />curriculum, such as Saxon, undermine students' ability to make the transition from <br />arithmetic to algebra. CHCCS had until recently also relied on school and teacher text <br />choice, with some schools using Saxon, others an inquiry based model, and still others <br />preparing their own materials. They have recently adopted one text, Macmillan, to be used <br />across the grades. It is important to balance district curriculum leadership with teacher <br />autonomy and creativity. A "top down" imposition of text or method will only depress <br />CHCCS/OCS Final Report 75 <br />