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The Ohio Virtual Academy (OHVA) is one of many virtual charter schools that is powered by the curriculum provider Stride Inc. The academy, like most Stride-supplied schools, provides the student with textbooks, materials, and a loaned computer, so the student can access their online lessons.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Northeast Ohio Classical Academy, a new school for children in kindergarten through fifth grade, is acquiring a 9-acre campus in Copley Township with plans to open next year.
Iowa formally adopted the Standards as the ELA and math components of Iowa Core, the state's K-12 curriculum standards. [7] [36] Common Core was adopted in Iowa in 2010, with full implementation slated for completion in the 2014-2015 school year. [37] Iowa is an affiliate member of SBAC. [15]
Columbus School for Girls (CSG) is a private, all-girls college-preparatory day school located in Bexley, Ohio, United States, an enclave of Columbus. It serves students from 3 years old to 12th grade and it is the only all-girls high school in Franklin County .
BASIS Curriculum Schools seek to prepare students, in the elementary through high school level, to be competitive globally. This is done through extended homework hours, lecture-driven classes, an emphasis on success in standardized tests , like Advanced Placement tests, and an opportunity to graduate early or complete a senior project .
The NCTM document Curriculum and Evaluation Standards for School Mathematics (CESSM) set forth a vision for K–12 (ages 5–18) mathematics education in the United States and Canada. The CESSM recommendations were adopted by many local- and federal-level education agencies during the 1990s.
Mathematical knowledge during preschool predicts later school success. [1] [4] However, preschool and kindergarten students in low-income settings have been shown to have significantly less developed mathematical skills than students from middle-income homes. [1] As such, particular attention has been given to developing math interventions. [1] [4]
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