Archived Mathematics News

Use of Graphing Calculators on the Regents Examination in Mathematics A  (August 2004)

Mathematics Standards Committee Addendum Report to the Board of Regents (March 2005)

Mathematics Standards Committee Addendum Report to the Board of Regents (January 2005)

Mathematics Standards Committee Report to the Board of Regents (November 2004)

Actions Taken by the Board of Regents in October Relating to Achievement of the State Learning Standards and the State Assessment System (October 10, 2003)

Field Memo to Superintendents and Administrators: Report of the Math A Panel and Changes to the Mathematics A Regents Examination October 9, 2003
                   Field Memo
                   Independent Panel Report on Math A

Grade 3-8 ELA and Mathematics Testing Program (October 2004)
A great deal of information, including direct mailings to K-8 teachers and regional meetings across the state, will be made available to teachers and administrators - test design, time requirements, etc. so that the field is fully informed and can offer their insights. Sample questions at each grade level in each subject will also be provided. In addition, curricular and other resources for teachers will be provided on our website.

Elementary and Middle School Math Achievement Improve in 2004, Show Major Gains Since Higher Standards and Tests Began in 1999  (October 2004)
Statewide achievement in middle school math improved significantly this past year (up 6.7 percentage points). Achievement in elementary school math increased by one percent, but – equally significant – students held onto the major gains of 2003, according to 4^th and 8^th grade test results issued today.

New York State Learning Standards in Mathematics (Revisited) and associated New York State Assessments, including the Grades 3-8 Testing Program (October 2004)
This web site provides the latest information regarding the New York State Learning Standards in Mathematics.

New Sampling Method for Field-Testing Elementary and Middle School Level State Tests  (October 2004)
In Spring 2004, the Office of State Assessment (OSA) implemented a new Six-Year Field-Test/Pretest Sampling Matrix for all Regents examinations. This new sampling system was designed to reduce and equalize the field test responsibilities and to give schools a six-year field test schedule for planning and scheduling purposes. In the 2004-2005 school year, OSA will implement a similar Five-Year Field Test Sampling Matrix for Elementary and Middle School State Tests, including the Grades 3 through 8 English Language Arts and Mathematics Tests required by NCLB, Grades 4 and 8 Science Tests, and the Grades 5 and 8 Social Studies Tests.

Use of Graphing Calculators on the Regents Examination in Mathematics A (October 2004)
The Department will continue to study the use of graphing calculators on all State examinations. While this review is under way, students will be permitted to use graphing calculators when participating in Regents Examinations in Mathematics A, as well as in Mathematics A pretests and field tests.

Important Dates for Grades 4 and 8 English Language Arts (ELA) and Mathematics Tests 2005 (October 2004)

June 2004 Regents Examinations (June 2004)
Beginning with the June 2004 Regents examinations, all score conversion charts for Regents examinations will be posted to the website, rather than being included in the rating guides.  The conversion charts will be posted on the day each examination is given, at or after the universal admission deadline for each examination. To find the charts during the June Regents examination period, go to http://www.emsc.nysed.gov/osa/; the link to the conversion charts will be prominently displayed, as will the link to the scoring information website.  Any questions about this policy or the conversion charts can be directed to emscassessinfo@mail.nysed.gov.

Data Reporting Using STEP and LEAP (June 2004)
By now all school superintendents should have received a letter from Martha Musser with specific STEP and LEAP reporting due dates, and information on the data certification process. These district due dates can be found at http://www.emsc.nysed.gov/irts/duedatelist/leap-step2004-duedates.htm. Questions on the information within those letters can be directed to the Office of Information and Reporting Services at 518-474-7965 or, for STEP, at STEP@mail.nysed.gov.  Additional information on the STEP and LEAP processes can also be found at www.emsc.nysed.gov/irts.
It has come to our attention that some districts may have reported course grades rather than Math A scores for the June 2003 administration. The Department rescaled the June 2003 Math A scores reported through STEP using the August 2003 conversion chart. To assist districts in updating their STEP databases with the rescaled June 2003 Math A scores, in November 2003 a STEP import file for each district was provided to the district's Regional Information Center.  A file was made available directly to Big 5 districts that do not provide STEP data through a Regional Information Center.  Please contact your Regional Information Center with any questions regarding these files. Each district should review June 2003 Mathematics A records in their STEP database to ensure that they contain the rescaled Math A examination score. Under no circumstances should a course grade be reported through STEP as a Regents examination score. 

Grade-by Grade Testing Required Under No Child Left Behind (June 2004)
CTB/McGraw Hill was awarded the contracts for developing the assessments in elementary and intermediate English language arts and mathematics for grades 3-8.  Regional meetings will be held in the fall to update school officials on the status of these tests, including information on the format, length and score reporting systems for the tests.  The meetings will be targeted to appropriate district administrators and lead instructional staff.

2002-2003 School Report Cards (March 2004)
The results of this year's school report cards were released on March 17, 2004.  Major trends in the data show:
     ·      More students are taking and passing Regents exams at 65 each year, even as five exams are required.
     ·      Of the 129,500 seniors in the 1999 cohort, 96 percent met the Regents English exam graduation requirement (scored between 55-100) in four years.   The majority of students (seniors and non-seniors) in all racial/ethnic groups scored over 55 on the Regents English exam after four years, but an achievement gap continues by race/ethnicity.
     ·      As many students scored 55 or higher on the Regents Math A exam in 2003 as took the Math I exam in 1996.
     ·      Most students become seniors in four years.  However, some students are held back in grade 9 because they are not prepared for high school work.  In 2002-2003, 14.9 percent of grade 9 students were held back.
     ·      Since higher standards were adopted in 1996, the number of high school graduates has remained stable and the percentage of students earning Regents diplomas has increased significantly.
     ·      Three-fourths of students in the 1998 graduation rate cohort graduated by August 2002.  Graduation rates varied significantly by need/resource capacity category.
     ·      While Hispanic and Black students in the 1998 graduation rate cohort have the lowest graduation rate after four years, they also have the largest percentage still enrolled and working toward diplomas.
     ·      More students are getting a Regents diploma, requiring a 65 passing score on eight exams.
     ·      Despite gains, an achievement gap continues in high school.
     ·      Elementary and middle school achievement is improving among all types of schools and all racial groups, compared to 1999 results.  More students are achieving all the standards in elementary English and math and middle school math.  Fewer students are achieving all the standards in middle school English.  These results were announced earlier in this school year.
     The press release and PowerPoint presentation on the data are posted on our web site at www.emsc.nysed.gov.

Regents Examination Pretest and Field Test Sampling System
To ensure that we have the adequate pretest and field test samples that are needed, the Department sought recommendations from school officials across the State regarding how to increase school participation in pretesting and field testing.  The Office of State Assessment took that input and developed a new pretest and field test sampling method that employs a multi-year sampling matrix.  This sampling method randomly assigns every public high school in New York State, and those nonpublic high schools that participate in the State testing program, to one of six strands.  Each strand contains a stratified sample of high schools, based on need/resource capacity category.  The system will be piloted for the spring 2004 field tests and we will continue to use this method as long as schools’ participation ensures sufficient samples.  A field memorandum will soon be posted on our web site on this topic.  Within the next few weeks, each high school will receive a letter identifying the school’s strand and additional school-specific information.  When pretest and field test materials are shipped, we will provide specific instructions for administering the June 2004 field tests and pretests.  The memo is posted on our web site at http://www.emsc.nysed.gov/osa/Important%20Notices/damatrix-new.htm .

Instructional Recommendations for Elementary And Intermediate Mathematics Instruction
(September 2003) As of September 2005, the revised core curriculum and State assessments for grades 3-8 went into effect.

Elementary/Intermediate Mathematics Scoring Policies (March 2003)
The following information will be included with the NYS Elementary/Intermediate-Level Mathematics Assessment scoring materials.

• If the question does not specifically direct students to show their work, teachers may not score any work that the student shows. 
• If the question requires students to show their work and a student shows appropriate work and identifies a correct answer but fails to write that answer in the answer blank provided, the student should receive full credit.
• If the question requires students to show their work and a student shows appropriate work and arrives at the correct answer, but writes an incorrect answer in the answer blank, the student should not receive full credit.
• If the student gives one legible response, even if it is crossed out, teachers should score the response.
• If there are two or more responses with some crossed out, teachers should score only the response not crossed out.
• Always, whenever there is a place for two numerical answers, if there is one correct answer and no work–it is a 0. If there are two correct numerical answers and no work–it is a 1.
• Always, whenever there is a place for one numerical answer and work shown, one correct numerical answer with no work shown – it is a 1.

Challenging for Credit (March 2003)
Section 100.5 of the Commissioner's Regulations
100.5 (d) Alternatives to Specific Regents and local diploma requirements

(1) Credit by examination. A student may earn a maximum of six and one-half units of credit for either a Regents or local diploma without completing units of study for such units of credit if:

(i) based on the student's past academic performance, the superintendent of a school district or the chief administrative officer of a registered nonpublic high school, or his or her designee, determines that the student will benefit academically by exercising this alternative;
(ii) The student achieves a score of at least 85 percent, or its equivalent as determined by the commissioner, on a State-developed or State-approved assessment pursuant to section 100.2(f) of this Part;
(iii) the student passes an oral examination or successfully completes a special project to demonstrate proficiency, in such knowledge, skills and abilities normally developed in the course but not measured by the relevant Regents examination or State-approved examination if used, as determined by the principal; and
(iv) The student attends school, or received substantially equivalent instruction elsewhere, in accordance with section 3204(2) of the Education Law, until the age of sixteen, pursuant to sections 3204 and 3205 of the Education Law.
(v) Calculation of units of credit based upon credit by examination.

(a) A student who earns a score of at least 85 on a Regents examination in mathematics and meets the requirements of subparagraphs (i), (iii) and (iv) of paragraph (1) of this subdivision shall receive one unit of credit.

See http://www.emsc.nysed.gov/part100/pages/1005c.html

Third Unit of Credit in Mathematics (March 2003)
Schools may award a third unit of credit in mathematics to students who successfully complete a locally-developed specialized course, as defined in Commissioner's Regulations 100.5(b)(7)(iv). Locally-developed, specialized courses are reviewed and approved by the district or BOCES. A specialized course presents the subject matter in greater depth and/or breadth and/or may be interdisciplinary. Mathematics must be an integral part of the course, and its content must be aligned with the commencement-level learning standards (Math A at a minimum). All appropriate academic departments should participate in the development of an interdisciplinary, specialized course. In addition, students enrolled in an approved career and technical education program may be awarded a third unit of credit in mathematics by successfully completing a career and technical education integrated course, as defined in Commissioner's Regulations 100.5(d)(6)(I)(a). http://www.emsc.nysed.gov/ciai/mst/mnotice4.html

Highlighters (March 2003)
Schools may permit students to use highlighters when taking State examinations. Proctors must monitor student use of highlighters to ensure that they are not being used by students to record their responses to questions that must be answered in pencil and that the use of the highlighters does not obscure the students' responses to open-ended questions. http://www.emsc.nysed.gov/osa/eliinfogen/highlighter%20policy.htm

Third Unit of Credit in Mathematics  January 2003

The Key Idea Tasks to Enhance Success (KITES) document is now available online at http://www.emsc.nysed.gov/ciai/pub/pubmath.html (January 2003)
The document was written to complement the New York State Mathematics Resource Guide with Core Curriculum. It contains some practical applications for classroom use for each key idea. Written by New York State teachers, this document demonstrates how each of the seven key ideas evolves from prekindergarten to the commencement level. For each key idea, the teachers created a series of activities centered around a unifying theme to illustrate how a concept expands from one grade to the next. When developing these activities for each level, the teachers focused on appropriate expectations based on the New York State Learning Standards for Mathematics, Science, and Technology (Standard 3—Mathematics).
Key Idea Tasks to Enhance Success (KITES), is the first in a series of modules to be developed under the New York State Mathematics Initiative. This module will be part of a "Toolkit for Mathematics Educators."
The New York State Mathematics Initiative is a plan designed to improve student achievement in prekindergarten to grade 12 mathematics programs. The initiative will provide curriculum guidance resources and tools that will:

• Elevate the importance of mathematics;
• Enhance professional development for teachers;
• Encourage students, teachers, administrators, parents, higher education professionals and community members to work together.

NYS Mathematics Initiative (December 2002)
As part of the New York State Mathematics Initiative the Office of Curriculum, Instruction and Assessment is developing modules that will be part of a "Toolkit for Mathematics Educators."
The first module to be released will be the Key Ideas Module. We have sent it out for critical review and expect the document to be posted online by the end of this year. Written by New York State teachers, this document demonstrates how each of the seven key ideas evolves from prekindergarten to the commencement level. For each key idea, the teachers created a series of activities centered around a unifying theme to illustrate how a concept expands from one grade to the next.
The second module to be released will be the Classroom Assessment Development Module. This module is intended to inform and engage all mathematics educators in creating formal classroom assessments. The contents include guidelines for writing assessment items, tutorials, calculator guidelines, test-taking strategies, history of mathematics education in New York State, blueprints of the New York State mathematics assessments, and the application of Bloom’s Taxonomy to create assessment items. The document will be sent out for critical review in January 2003.
The third module is in the initial stages of development. The contents of the module will focus on classroom strategies for vocabulary development in mathematics. It will include different types of graphic organizers which teachers and students can use to represent the relationships that exist among mathematics concepts. Visual tools will be provided which help students activate and draw upon prior knowledge, recognize important components of different concepts, and see the relationships among these components. A categorization process will be used to help learners develop a deeper understanding of mathematical concepts.

Calculator Guidelines (December 2002)
A committee of teachers helped the Office of Curriculum, Instruction, and Assessment develop guidelines for calculator use at the elementary, intermediate, and commencement level.
The first document is titled Guidelines for Calculator Use at the Elementary and Intermediate Levels. Calculator use at these levels should enhance their understandings of concepts and procedures and should in no way substitute for a student’s understanding of quantitative concepts or proficiency in basic computations. Four-function calculators are appropriate for instruction with elementary students. Scientific, and where appropriate, graphing calculators should be used at the intermediate level. Also included in this document are examples of calculator activities, kindergarten through grade 8. Guidelines for Calculator Use  pdf 75K

The second document is titled Guidelines for Graphing Calculator Use at the Commencement Level. The use of graphing calculators should be encouraged and used as an investigative tool at the commencement level. Through its targeted use, students’ conceptual understanding of mathematics will be increased, and the connections between graphical and algebraic representation will be enhanced. Algebraic and analytical solutions (pencil and paper techniques) to solving problems should still be stressed. For students to be awarded the maximum points allowable for a particular constructed response question, they must be able to communicate the method employed by illustrating their graph, table, or setup (equation); followed by the result of their investigation(s). The document includes examples along with guidelines.  Guidelines for Graphing Calculator Use  pdf 1064K

Mini Field Tests (December 2002)
Mini field tests of approximately 20 minutes in length for grades 4 and 8 ELA and mathematics will be given in most schools as described in the August 2002 field memorandum http://www.emsc.nysed.gov/osa/eliinfogen/q&aft03.pdf Schools have the option of administering a mini field test on the day before the regular test or on any day in the testing period after the administration of the regular test. All schools administering the State’s Grade 4 and 8 ELA and mathematics tests are expected to participate in one of these special assessments, but no school will be expected to participate in more than one. Schools should choose one day within the allowable window to give the mini field test. There are no make-ups for students who are absent that day. For more information visit http://www.emsc.nysed.gov/osa/eliinfogen/updateon4&8tests.htm

Middle School Mathematics Scores Rise Significantly, Elementary School Mathematics Scores Drop Slightly, But Fewer Students Also Show Serious Academic Problems (October 2002)
Middle school math scores rose significantly for the first time last year, not only statewide but among all types of schools and racial groups.
Elementary school mathematics scores dropped by 1.5 percentage points, but the number of fourth grade students who showed serious academic problems by scoring at Level 1 dropped.
The overall percentage of middle school students achieving all the standards (Levels 3 and 4) remained low but increased by over 8 percentage points, to 47.7 percent from 39.4 percent. More middle school students now achieve all the standards in math than in English (44.3 percent).

Elementary-Level Mathematics Assessment Results
Mean scores : (Public Schools Only)

Mean Scores between 1999 and 2002

Intermediate-Level Mathematics Assessment Results

Mean Scores between 1999 and 2002

For more information on the 2002 results of the elementary-level and intermediate-level mathematics assessments please visit the Office of Information, Reporting, and Technology Services office at http://www.emsc.nysed.gov/irts/.

Mini Field Tests (October 2002)
In 2003, all schools that administer the Elementary and Intermediate English Language Arts and Mathematics assessments will also be administering "mini" field tests. http://www.emsc.nysed.gov/osa/eliinfogen/q&aft03.pdf

Use of testing accommodations on certain sections of these tests change the construct of the test and yield inaccurate scores. As a result, the student may be denied appropriate and needed supports such as Academic Intervention Services. As a result, effective September 2002 and thereafter, testing accommodations that alter the measurement of a construct will no longer be permitted on elementary and intermediate-level State assessments. To read the entire joint memo please visit http://www.vesid.nysed.gov/specialed/publications/policy/changeaccom.htm

Grade 4 Mathematics
Because this test measures students' proficiencies involving basic calculations, the use of calculators will not be allowed for all students.

Grade 8 Mathematics
Because Book 1 of this test assesses proficiencies involving basic calculations, the use of calculators for this section of the test will not be allowed for any students. The use of calculators will continue to be permitted on Book 2 of the test for all students.

New York State Mathematics Initiative (October 2002)
The New York State Mathematics Initiative is a plan designed to improve student achievement in PreK-12 mathematics programs. The initiative will provide curriculum guidance resources and tools that will:

• Elevate the importance of mathematics
• Enhance professional development for teachers
• Encourage students, teachers, administrators, parents, higher education professionals, and community members to work together

Please visit the following website to read more about the New York State Mathematics Initiative. http://www.emsc.nysed.gov/ciai/mst/minitiative.html

How the Scale Scores Are Calculated for New York State Regents Examinations July 2002 

Leaders of Mathematics Attend Summit (April 2002)
The Association of Mathematics Teachers of NYS, the NYS Association of Mathematics Supervisors, and the Association of Supervisors, Directors and Coordinators of New York City have joined with the New York State Education Department in a partnership to ensure that key elements of New York State's standards-based reform in mathematics education is of high quality and mutually supportive. Representatives from these groups met in Albany for a two-day summit last January to discuss issues relating to State Assessment System, quality of mathematics instruction in New York State, and the State's test development process.
The Summit on Mathematics Education concluded with a number of recommendations, along with action plans to achieve them. The goal of the math initiative is to improve student achievement in mathematics through the implementation of a comprehensive professional development program for teachers and the development of materials and resources which will support the seven key ideas of the NYS Mathematics Standard. Representatives from the associations, as well as higher education, consultants and national experts will contribute to this statewide effort. This partnership has resulted in an understanding and agreement to support increased teacher involvement at the state and local levels. The Associations are encouraging teachers, as well as administrators and parents to participate in this process.
The following set of recommendations reflect the preliminary thinking of three working groups (Assessment Congruence, Assessment Development/Score Reporting and Quality of Mathematics Instruction) of the Mathematics Summit held in Albany, New York, on January 27 & 28, 2002. Following a presentation to Deputy Commissioner Kadamus and Assistant Commissioner DeFabio, general discussion led to identification of those recommendations that were perceived as most important, urgent and feasible to accomplish in the upcoming months.
Volunteers will be solicited for each of the following committees.
Mathematics Initiative Committee
The New York State Education Department, professional organizations and mathematics networks need to develop a clear, concise vision outlining the importance of offering a quality mathematics education to improve mathematics achievement of all students in New York State. This committee will identify the needs, define the purpose and promote the agenda to elevate the importance of mathematics in the daily lives of all citizens.

Campaign Committee
The purpose of this committee is to promote the message of the Mathematics Initiative Committee. The overall message should demonstrate a commitment to the following:

• Increase the emphasis on higher level thinking skills, thus diminishing the emphasis on basic recall and rote memorization.
• Increase the emphasis on mathematics at the early elementary level.
• Focus training for all teachers on the learning standards, key ideas, performance indicators, assessment and rubric development, local curriculum development, and best practices.
• Focus pre-service training that mirrors the professional development of teachers already in the field.
• Make mathematics education a contributing factor to a student’s career choice.
• Attract individuals to the field of mathematics education. (recruitment and retention)
• Develop strategies to ensure that the message is delivered statewide to the entire school community (administrators, school board members, parents, higher education institutions, business council, etc.)

Tool Kit Committee
The purpose of this committee is to develop curriculum guidance materials for use by SED (EMSC, VESID and Higher Education), mathematics organizations and professional associations.

Subcommittees will be formed to develop various modules in the tool kit.

Subcommittee 1

• Make NYSED static documents come alive. Help teachers acquire a working knowledge of the MST standards and Mathematics Core Curriculum, show how a student progresses through each of the 7 Key Ideas at various grade levels (Pre K – 12) and promote the connections between/among the 7 Key Ideas.

Subcommittee 2

• Develop an addendum to the mathematics core curriculum. The addendum should include the following, but not limited to:
  • Pacing Charts / Sequencing 
  • Vocabulary Lists
  • Testing Tips
  • Assessment items and classroom ideas for each performance indicator 
  • Reading list for teachers and students

Subcommittee 3

• Develop an Item-Writer Training module
• Develop a Rubric Training module

Subcommittee 4

• Develop the NYS Assessment Development module that explains to the field how state assessments are developed using the 19-step process.

Subcommittee 5

• Share examples of best practices, local curriculums that are aligned to the standards in mathematics, resources, websites, and models on how schools are implementing AIS. 
• Encourage teachers to participate in NYS and local Peer Review

Assessment Liaison Committee
A committee will meet with the Office of State Assessment to revisit the state assessments (blueprints, layout, scoring training materials, cut scores, etc.)

Communications Committee

• Improve communication between the New York State Education Department, mathematics organizations and professional associations through organization newsletters and electronic media.
• Host a colloquium on mathematics education to spread the word and share the products in the tool kit.
• Establish a process to identify a person to serve as a math liaison in every school building.

Clarification – The Office of Curriculum and Instruction has received numerous phone calls and emails regarding the article entitled "Use of Calculators on New York State Assessments" that appeared in the December 2001 issue of the School Executive’s 
Bulletin. (January 2002)

Question: "Does the use of calculators apply to students taking the elementary or  intermediate mathematics assessment who have an IEP or 504 Accommodation Plan that lists the use of a calculator as a test modification?"

Answer: It is the responsibility of the principal to ensure that the testing accommodations specified in the IEP or Section 504 Accommodation Plan are provided to students with disabilities. Testing accommodations for students with disabilities are discussed in detail in the Department’s 1995 publication titled Test Access and Modification for Individual with Disabilities. Available on the Internet:
ftp://unix2.nysed.gov/pub/education.dept.pubs/vesid/oses/
test.access.mod/testacce.txt.

New York State Mathematics Assessments: Clarification on Scoring  March 2002

Information Booklet for Administering and Scoring the Regents Examinations in Mathematics A and Mathematics B .pdf (1296K) December 2001

The following two documents include the headings that are used when the Office of State Assessment sends its item-writing assignments for our Mathematics A and Mathematics B Regents examinations.
Math A Topic Headings 1999
Math B Topic Headings 2001

Using Technology Education Courses as the Third Unit of Math or Science under the Revised Graduation Requirements (Starting with ninth graders in 2001)
In March of 1998, a committee comprised of math, science and technology stakeholders met with State Education Department personnel to discuss criteria for a course that could be used in the third unit of math or science under the revised graduation requirements. The criteria focuses on the integrative nature of the three disciplines and identifies unique elements to form the basis for a course in this option. This option was incorporated into regulation. To view the entire document please visit the following website http://www.emsc.nysed.gov/ciai/mst/
thirdunit.pdf

The following two documents include the headings that are used when the Office of State Assessment sends its item-writing assignments for our Mathematics A and Mathematics B Regents examinations: Math A Topic Headings and Math B Topic Headings

Elementary Schools Show Gains in Math, Middle School Achievement Remains Static (November 2001)
Statewide achievement in elementary school math showed continued improvement, while achievement in middle school math showed a slight decline. In the elementary schools 69.1 percent of students scored in levels 3 and 4. In middle schools, 39.4 percent of students scored in levels 3 and 4.

Elementary Mathematics Assessment Results

Intermediate Mathematics Assessment Results

For further information please visit the Office of Information, Reporting and Technology Services at http://www.emsc.nysed.gov/irts/.

Good News! The multiple-choice sections of the elementary and intermediate mathematics assessments will not be secure for the 2002 operational assessments. In the past this section needed to be sent to a destruction site. All items will be open once the administration period is complete. (November 2001)

High School Credits for Acceleration in Mathematics (November 2001)
There have been numerous inquiries into what high school credit can be awarded for mathematics courses in grades seven and eight in relation to Regents examinations for Mathematics A (Math A) and Mathematics B (Math B). With the traditional program, students had to pass both the course and the Regents examination in order to receive high school credit in grades seven or eight.
In keeping with the new Part 100 Regulations, the following criteria will be used to determine accelerated high school credits using the new Regents examinations. The credits awarded continue to be a combination of seat time and examinations. Assuming that the student has achieved a passing grade for the course or courses, credits will be awarded when the appropriate Regents examination is passed. In all cases, any state approved alternative assessment for Math A or Math B can be used. The principal may permit individual students with extenuating circumstances, such as illness, to postpone the taking of the Regents examination if they continue in the accelerated program.

Students Entering Grade Nine in September 2001 (November 2001)
All students will be required to earn three units of credit and pass the Mathematics A regents exam or Sequential Course I and II Regents Exams in order to receive a regents diploma. If a student wants to receive an advanced regents diploma then the student must pass the Mathematics B regents exam or the Sequential Course III exam. For the third credit, students may substitute a commencement-level technology course. A complete description of diploma requirements can be found at the following link http://www.emsc.nysed.gov/part100/pages/1005a.html 

General Education and Diploma Requirements – Commencement Level September 2000

High School Credits for Acceleration in Mathematics 1998

Featured Websites (November 2001)
Please click on the links button to visit sites that I think would be helpful to you. Send me your favorites so that I may highlight them in the future.