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    This page of MATHguide will inform you as to what could be the proficiency standards for high school mathematics. Here are the sections within this page:

• Rationale
• Minimum High School Mathematics Standards
• Proficient High School Mathematics Standards
• Advanced High School Mathematics Standards
• Questions
• Resistance to Minimum Standards

    In order to gain a high school diploma, students must possess a certain set of skills. Most people would agree. Whatever those skills are, schools have not been able to provide for the basic needs of many students. News agencies have reported so over several decades.

    The following sections will summarize what math skills every high school student should eventually possess. The sections are delineated into three parts: minimum, proficient, and advanced high school mathematics standards.

    Minimum standards within the area of high school mathematics should be challenging, yet appropriate. The areas within mathematics should cover:

• Pre-Algebra
• Algebraic Structure
• Geometry
• Coordinate Geometry
• Statistics & Probability

    To find detailed information, use this link: Minimum High School Mathematics Standards.

    Proficient standards within the area of high school mathematics should mean all the topics within the Minimum High School Mathematics Standards have been mastered. Additionally, topics within these areas must be addressed (or addressed with more breadth/depth):

• Algebraic Structure
• Functions
• Geometry
• Coordinate Geometry
• Statistics & Probability

    To find detailed information, use this link: Proficient High School Mathematics Standards.

    Advanced standards within the area of high school mathematics should be extremely challenging.

• Algebraic Structure
• Complex Functions and Relations
• Coordinate Geometry
• Statistics & Probability
• Mathematical Modeling

    To find detailed information, use this link: Advanced High School Mathematics Standards.

    Once a learning institution embraces the need for minimum standards for mathematics (and all other disciplines), important questions arise.

• How can a school institute minimum standards?
• Should exit tests be administered? If so, how?
• Can teachers simply embed these skills within existing curricula and demand mastery with them while also assessing higher skills?
• How far are you willing to take this idea as a teacher who either prepares students for high school or teaches high school students?
• How can you implement minimum standards as an administrator who is responsible for the education of all students (including students who receive special education) in your learning community?
• How can students be taught to take intrinsic ownership of meeting and exceeding the minimum standards?
• Why should a high school be responsible for teaching topics students should have learned at the junior high school level?
• How can minimum standards be adopted while also preparing other students to be proficient or advanced with the standards?

    These questions are meant to help foster a path toward implementing minimum standards. There is no one correct path.

    Several members of a learning community can attempt to thwart the implementation of minimum standards for several reasons. Teachers may feel already burdened by existing responsibilities. Middle managing administrators will have to exercise assessment strategies to determine if standards are being met. Upper managing administrators will be concerned how this may affect passing and graduation rates. Students could struggle with the minimum standards.

    The solution is a simple one even though the process may be painful. The solution is this: It is unacceptable to graduate students from high school if they do not possess these rudimentary skills.