Abstract
Classroom teachers sit at the confluence of national and nationally-initiated state education policies that tie the standards of expected student success at each grade level to teacher effectiveness. However, many district-developed learning targets are loosly aligned with state standards. For high school mathematics teachers, this misalignment is further skewed by a mismatch with post-secondary mathematics placement exams. This research demonstrates how quality management tools and curriculum articulation strategies can help high school mathematics teachers prioritize these policy demands.Three major findings point to tools and policy changes to smooth a PK-16 curriculum sequence for students matriculating across disparate systems of learning.
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