Suggested Guidelines for Ninth Grade Math Placement for 2014-15

Placement into the appropriate ninth grade mathematics class is critical to students’ development of mathematical skills, critical thinking skills, and confidence in mathematics. Proper placement is an important precursor for success in future high school math courses and post-secondary mathematics. The following guidelines are recommended criteria when determining a student’s math placement. While students do not have to possess all of the criteria, placement decisions should include many facets of student ability and strength.

Not all schools will offer all courses listed below. Contact the feeder high school math department chair for more detailed information.

Items to Consider for Placement / Honors
Math III / Honors
Math II / Math II* / Special Topics in Mathematics** / Math I
(one-semester) / Foundations of Math I/Math I (year-long) / Introductory Mathematics / Fundamental Math I***
Test Average / At least a 90% test average in Math II / At least a 90% test average in Math I / Below a 90% test average in Math I / Below an 80% test average in Math I / At least a 90% test average in Common Core Math 8 / At least an 80% test average in Common Core Math 8 / Inconsistent performance on tests in Common Core Math 8 / Consistently low performance on tests in Common Core Math 8
EOG/EOC Level / Pattern of high Level III andLevel IV on Math EOGs and scale score of 251 or higher on Math I EOC / Pattern of high Level III andLevel IV on Math EOGsand a scale score of 251 or higheron the Math I EOC / Pattern of Level III or IV on Math EOGs and a scale score below 251 on the Math I EOC / Scale score
below 251 on
the Math I EOC / Pattern of Level III or IV on Math EOGs / Pattern of mostly Level III on Math EOGs / Pattern of mostly Level II on Math EOGs / Pattern of Level I or low Level II on Math EOGs
EVAAS Probability / N/A / N/A / N/A / N/A / Probability of scoring a
Level III on the Math IEOC above 70% / Probability of scoring a
Level III on the Math I EOC above 70% / Probability of scoring a
Level III on the Math I EOC below 70% / Probability of scoring a
Level III on the Math I EOC below 50%
Professional Judgment / Student is prepared for the rigor of an honors level course / Student has mastered Math I concepts and is prepared for the rigor of an honors level course / Student has mastered Math I concepts and is prepared to move on to Math II / Student would benefit from more instruction on key Math I concepts before proceeding to Honors Math II / Student is prepared for the pace of a one-semester course / Student would benefit from more instructional time and a slower pace / Student would benefit from more instruction on key middle school concepts / Student would benefit from more instruction on key middle school concepts

*Students enrolled in the academic level of Math II in the ninth grade will not be in an honors sequence. This may limit AP math options.

**Students who passed Math Iin middle school but have not mastered all of the concepts can take Special Topics for elective credit. This course is designed to give students the support they need to stay on and be successful in an honors pathway.

***Students who scored Level Ior low Level II on the 8th Grade EOG but were promoted with interventionare strongly recommended to take both Fundamental Math I and Introductory Mathematics in their 9th grade year.

January 2014

Suggested Guidelines for High School Math Placement

Placement into the appropriate mathematics class is critical to students’ development of mathematical skills, critical thinking skills, and confidence in mathematics. Proper placement is an important precursor for success in future high school math courses and post-secondary mathematics. The following guidelines are recommended criteria when determining a student’s math placement.

Items to Consider for Placement / Test Average in Prerequisite Course(s) / EOG/EOC Level / Professional Judgment
Foundations of Math II / Below an 80% test average in Math I / Pattern of mostly Level I and II on Math EOGs and a scale score below 244 on the Math I EOC / Student would benefit from instruction on keyMath II conceptsand a review of key Math I concepts before proceeding toMath II
Math II / Below a 90% test average in Math I / Pattern of Level III or IV on Math EOGs and a scale score between 245 and 250 on the Math I EOC / Student has mastered Math I concepts and is prepared to move on to Math II
Honors
Math II / At least a 90% test average in Common Core Math I / Pattern of high Level III andLevel IV on Math EOGs anda scale score of 251 or higher on Math I EOC / Student has mastered Math I concepts and is prepared for the rigor of an honors level course
Foundations of Math III / Below an 80% test average in Math II / Pattern of mostly Level I and II on Math EOGs and a scale score below 244 on the Math I EOC / Student would benefit from instruction on key Math III concepts and a review of concepts from previous courses before proceeding to Math III
Math III / Below a 90% test average in Math II / Pattern of Level III or IV on Math EOGs and a scale score between 245 and 250 on the Math I EOC / Student has mastered Math II concepts and is prepared to move on to Math III
Honors
Math III / At least a 90% test average in Math II / Pattern of high Level III andLevel IV on Math EOGs anda scale score of 251 or higher on Math I EOC / Student has mastered Math II concepts and is prepared for the rigor of an honors level course
Advanced Functions and Modeling / Below a 90% test average in Algebra II / N/A / Student would benefit froma review of algebra concepts from previous coursesand continuing instruction on advanced algebra concepts
Discrete Mathematics / Below a 90% test average in Algebra II / N/A / Student’s post-secondary education plans and career interests align with Discrete Math content
Precalculus / At least a 90% test average in Honors Algebra II / N/A / Student has mastered Algebra II concepts and is prepared for the rigor of an honors level course
Introduction to College Mathematics / At least an 80% test average in AFM / N/A / Student would benefit from continuing instruction on advanced mathematical concepts to prepare for college level mathematics
AP Statistics / At least an 85% test average in Honors Algebra II, AFM, or Precalculus / N/A / Student has mastered Algebra II concepts, has good communication skills (both verbal and written), exhibits high-level critical thinking skills, and is prepared for the rigor of an AP level course.
AP Calculus AB / At least an 85% test average in Precalculus / N/A / Student has mastered Precalculus concepts, exhibits high-level critical thinking skills, and is prepared for the rigor of an AP level course.
AP Calculus BC / At least an 85% test average in AP Calculus AB / N/A / Student has mastered Calculus AB concepts, exhibits high-level critical thinking skills, and is prepared for the rigor of an AP level course.

January 2014