Higher Mathematics Courses Standards Maps

The governing boards of local educational agencies (LEAs) have the authority and responsibility under EC Section 60400 to adopt instructional materials for use in their high schools for grades nine through twelve. There are no state adoptions for instructional materials for grades nine through twelve.

Purpose

The Higher Mathematics Courses Standards Maps were developed to assist LEAs in their selection of instructional materials for high school. The standards maps provide a valuable tool for LEAs in their review and adoption of instructional materials. LEAs are encouraged to use these standards maps, either by verifying the citations provided by the publisher or by completing a standards map by entering their own citations, to determine if the instructional materials are aligned to state content standards. LEAs are not required to use the standards maps.

Publishers are encouraged to provide completed standards maps to assist LEAs in their selection of instructional materials for grades nine through twelve, but they are not required by statute to do so. LEAs may request that publishers complete standards maps to provide citations for where the instructional materials align with the content standards.

Instructions for Completing the Standards Map

Publishers fill in the top portion of the higher mathematics course-level map with the publisher's name, the program's title, and list of components (and abbreviations used, such as SE for student edition). Publishers also complete the For Publisher Use Only column of the standards map.

The For Publisher Use Only column is reserved for publishers to list places in the program, referred to as publisher citations, where a specific standard is taught. These publisher citations help reviewers evaluate the program and determine the extent to which each of the standards is covered in the program.

The For Reviewer Use Only column provides space for reviewers to indicate whether a program meets (Y-yes) or does not meet (N-no) a particular standard. A standard is met if it is addressed completely and clearly, providing substantial material for teaching and learning. A standard is not met if the program reflects little or no alignment with the standard or there is insufficient material for teaching and learning the standard. Space is also provided for reviewer notes regarding the standard.

Please note: Conceptual categories are indicated by shading across the rows. Domains and clusters are identified by notations in the left column. The rows for conceptual categories, domains, and clusters should be left blank. The standards that are unique to California are written in bold font and followed by CA.