Last Updated: 6 September 2021



NCTM has developed and released four case studies showcasing efforts to impact high school mathematics in ways described in Catalyzing Change in High School Mathematics: Initiating Critical Conversations. One of those case studies features Escondido Union High School, a school that has been using the latest edition of Core-Plus Mathematics with all students. The report describes the school's work supporting the key recommendations of Catalyzing Change including implementing the Essential Concepts, supporting students on a common pathway, a systemic approach to change, ending student tracking, and engaging in meaningful mathematics instruction.
Detailed information on many of the recent peer-reviewed studies of the effectiveness of Core-Plus Mathematics in promoting student achievement appears in the Research section.
EdReports, an independent nonprofit, recently completed an evidenced-based analysis of Core-Plus Mathematics Courses 1–3. The three-year core program was found to meet expectations for alignment to the high school Common Core State Standards for Mathematics in terms of content, focus and coherence, and in terms of rigor and mathematical practices. The instructional materials also meet EdReports criteria that the materials are well designed and reflect effective lesson structure and pacing. The full report is available at
Resources have recently been developed to assist students with On Your Own homework tasks. Included are hints, scaffolding, selected answers, and occasionally complete solutions. While intended primarily for student use, these resources are also valuable aids for tutors, parents, and other caregivers.
A collection of video clips from CPMP classrooms is now available.
CPMP authors and researchers provide perspectives on school mathematics curriculum at national and international conferences, including:
Delivering Open-Ended Problems with Learner-Controlled Scaffolding in a Digital Learning Environment. Alden Edson, 12th Annual Conference of the International Society for Design and Development in Education, September, 2016, Utrecht, Netherlands.
What is the Current State of Mathematical Modeling Education? Christian Hirsch, National Council of Teachers of Mathematics 2016 Annual Meeting, April 13-16, 2016, San Francisco, CA.
Discrete Mathematical Modeling in the U. S. High School Mathematics Curriculum. Eric Hart, 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, Germany.
Print and Digital Curriculum Design in the U. S.: The Case of Transition to College Mathematics and Statistics. Christian Hirsch, 13th International Congress on Mathematical Education, July 24-31, 2016, Hamburg, Germany.
CPMP authors James Fey, Christian Hirsch, and Ann Watkins named recipients of Lifetime Achievement Awards. Fey and Hirsch were honored by the National Council of Teachers of Mathematics. Watkins was similarly honored by the United States Conference on Teaching Statistics.
University of Minnesota researchers provide teachers, administrators, school boards, and parents important findings on high school integrated mathematics programs and success in college mathematics.



The Core-Plus Mathematics Project has completed a new Common Core State Standards (CCSS) edition of Core-Plus Mathematics. Course 1, Course 2, Course 3, and Course 4 (Preparation for Calculus) texts in both print and digital formats. For an overview of new and continuing features of this award-winning series, see Key Features.
The Core-Plus Mathematics development team members have completed design, development, field testing, and refinement of a new, innovative fourth-year course, Transition to College Mathematics and Statistics, for college-bound students whose intended program of study does not include calculus. The flexible text has been designed for, and evaluated with, students who have completed an algebra, geometry, and advanced algebra sequence of courses and with students who have completed the first three courses of an integrated sequence. For further information, visit



For onsite professional development facilitated by experienced CPMP facilitators, contact



The International Journal of Science and Mathematics Education (Vol.13, March 2015) reports a carefully controlled U.S. comparison study of the efficacy of Core-Plus Mathematics Course 3 (an integrated, international-like course) with traditional (single-subject) Advanced Algebra courses from Glencoe, Holt, McDougall Littell, and Prentice Hall. Among the findings, Core-Plus Mathematics Course 3 students scored significantly higher than their Advanced Algebra counterparts on an Assessment of Common Objectives.
A study in the February 2014 (Vol. 85, Issue 2) journal Educational Studies in Mathematics compares the development of quadratic functions and equations in the South Korean National curriculum with that in Core-Plus Mathematics. The content, number of topics, and individual mathematical tasks were analyzed. The results show Korean students learn some topics relatively earlier than students using Core-Plus Mathematics. However, the Core-Plus Mathematics textbooks include more problems requiring explanations and various representations and more problems requiring higher level cognitive demand.
The July 2013 issue of the Journal for Research in Mathematics Education (JRME) reports a carefully controlled study in which Core-Plus Mathematics Course 2 students scored significantly higher than their counterparts studying Geometry on a standardized assessment of conceptual understanding and problem solving. This study is an extension of the study published in the March 2013 JRME. See below.
The March 2013 issue of the Journal for Research in Mathematics Education reports a carefully-controlled study in which Core-Plus Mathematics students performed significantly better on a Test of Common Objectives, on a Problem Solving and Reasoning Test, and on the standardized test, ITED Mathematics: Concepts and Problem Solving than did students from publisher-produced, single-subject texts from Glencoe, Holt, McDougal Littel, and Prentice Hall.
     The multi-year study followed as close as possible the recent recommendations on evaluating curricular effectiveness from the National Research Council.
Commissioned independent University of Texas Dana Center study rates the Core-Plus Mathematics three-year program highest in terms of alignment with the CCSS for content standards and the standards for mathematical practice.
Key Evaluation and Research Findings summarizes main research and evaluation findings regarding the efficacy of Core-Plus Mathematics in promoting student learning and college and career readiness. (Updated April 2014.)



NCTM embarks on the development of Pathways through High School Mathematics: Building Focus and Coherence (working title as of October 2016). Among the goals of this new publication is to "Define math curricular pathways leading to [differing] college pathways and career readiness, as well as active participation in our democratic society."
Common Core State Standards for Mathematics (CCSS)
     Alignment of Core-Plus Mathematics: Course 1, Course 2, Course 3, and
     Course 4: Preparation for Calculus with the CCSS
NCTM Past-President Michael Shaughnessy's President's Corner essays provide strong support for the organization and focus of Core-Plus Mathematics:

March, 2011: "An Opportune Time to Consider Integrated Mathematics"
February, 2011: "Endless Algebra—the Deadly Pathway from High School Mathematics to College Mathematics"

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