1. How many years of mathematics are required for graduation?
   The state of Illinois requires three years of mathematics including an algebra course and a course that includes "some geometry content".

back to top

2. How do I contact my student’s teacher?
   Go to the faculty and staff page for contact information.

back to top

3. What do I do if my student begins having difficulty with math?
   There are several options available to you and your student when difficulties arise. We recommend the following (in order of importance):

1. Encourage your student to see his/her teacher. Your student’s teacher is the direct link towards discovering underlying difficulties in that particular class.

2. The math lab is an excellent resource for your student to receive assistance from qualified staff. Peer tutors are also available for additional help.

3. The school library offers peer tutoring. Your student may inquire within the library.

4. Students have often times created study groups with other students in the same subject area.

5. It is imperative for your student to keep current with notes and concepts from class (daily attendance is of utmost importance).

6. Use the textbook as a resource: look at example problems, use the text’s website for extra practice, etc…

7. In order to develop problem solving skills & gain comfort with unique problem situations, students should complete all homework independently and should then seek help (if necessary)

8. If you and your student decide that you would like to hire a private tutor, you may get a list of recommended tutors from the department chair, Mrs. Tribbey.

back to top

4. What do I do if my student will miss a substantial amount of school?
   You (or your student) should contact your student’s teacher as soon as you are aware that your student will miss.

back to top

5. Why does the HPHS Mathematics department keep my student’s exams?
   In 2005, Township High School District 113 renewed its "Learner-Centered System" within the "Long Range Plan 2005-2008". The Highland Park High School Mathematics Department believes, as described herein, that its practice whereby student tests remain in the building is best for students. Specifically, this practice most efficiently develops a student’s complex thinking skills. District 113 characterizes complex thinking as making connections among ideas, information and experience. The ability to make connections is fostered by classroom assessments that require students to make good decisions and to solve problems in a timely manner. Teacher-created tests, which remain the dominant tool for assessment, should be viewed in three interdependent stages: 1) teachers creating the test, 2) students completing the test, and 3) teachers and students working together to learn from it. The third stage is the most important in a student-centered system.
   Generally, tests are created through a collaborative process amongst the teachers of a particular course. This process discourages too many simple, rote questions and ensures that students are assessed on their use of problem solving skills and synthesis of new information. Further, collaboration produces questions which cover a variety of applications. The math department believes the best test questions, those that most accurately and fairly assess students, are a result of its test creation process.
   Most courses have multiple sections so students complete very similar tests on different days. Flexibility of testing days means teachers can ensure that students are adequately prepared. Flexibility favors students; each teacher must then be vigilant against unfair advantages. Variations across sections lead to flawed data collection. Inconsistencies make year-to-year comparisons less meaningful. The Math Department believes that the expectations for students should remain rigorous and steady. Annual creation of new tests disrupts data analysis and the development of the best test questions.
   Students who complete a well-written test in a fair testing environment undeniably benefit. Reviewing the graded test with a teacher increases the benefit. The teacher is in the best position to assist students because of his/her familiarity with the writing of the exam as well as the activities and lessons preceding the test. Most importantly, discussions between teacher and student lend insights into the individual student’s strengths and weaknesses. Teachers strive to create the most accurate picture of each student. Mere grading may miss important details about a student’s thinking. The Math Department believes that students seek effective review when the tests remain in the building.
   Each stage of assessment has a role in the development of complex thinking skills. Indeed, altering any single stage will affect the other two. It is the professional judgment of the math teachers that complex thinking is not developed effectively when students encounter test questions where the newness comes primarily from the numbers and values given. Therefore, the best preparation for post-secondary experiences entails the learner-centered practice of not releasing assessments.

back to top

6. How can my child prepare for math class?
   Research has shown that success depends more on practice and perseverance than innate ability. (Dubner and Levitt. New York Times 5/7/06, Psychology Today November/December 2005)

1. Make flash cards to learn geometry theorems or math formulas

2. Practice past problems discussed in class especially problems that the student did not understand the first time they completed the problem

3. Complete daily homework (upon completion the student should seek out help as soon as possible regarding problems he/she did not understand)

4. Practice a quiz/test taking environment. Create a "practice" exam and time yourself as though you were finishing a test

5. Find a "study buddy," ie., Get fellow classmates phone numbers / e-mail so that you can contact him or her for help or to find out discussions missed during absences.

6. Use internet resources if available for the textbook

7. "Dream, Believe, and Achieve."

8. Go to the math lab (A207) to check answers to homework problems and/or get help with math. See posted hours.

9. Meet with the teacher to discuss quiz and test questions that the student did not understand after discussing it in class

10. Communicate with your teacher – Express your concerns – We have an open door policy

11. Use the math website as a resource tool

back to top

7. What are the student math successes at Highland Park High School?

12. SAT I math scores at HPHS have increased approximately 100 points since 1993

13. SAT II math scores at HPHS have increased approximately 100 points since 2000

14. Out of 62 schools in the Chicagoland area, HPHS ranked 5th in the ACT math score

15. From 2001 to 2006, the enrollment in AP Statistics has increased from 22 students to 70 students

16. From 2001 to 2006, the enrollment in AP Calculus AB has increased from 65 students to 161 students

17. Post-calculus (multivariable calculus and linear algebra) has become a course with 21 students this year

back to top