

Performance
in College

East
High School (CPMP in '97 and '98) 
West
High School (Traditional) 


College Class  1995 (50) 
1996 (74) 
1997 (87) 
1998 (72) 
1995 (34) 
1996 (57) 
1997 (45) 
1998 (35) 
105  3.18(4)  2.29(6)  2.74(13)  2.98(6)  1.46(7)  3.00(4)  2.60(5)  2.97(3) 
115  2.86(14)  2.60(19)  3.08(32)  2.89(25)  2.33(7)  2.82(13)  2.58(15)  2.87(7) 
116  2.67(14)  3.33(12)  3.17(19)  3.49(12)  2.45(6)  3.21(18)  2.63(8)  2.29(8) 
215  2.66(5)  3.10(4)  2.95(6)  2.99(8)  2.50(2)  3.17(11)  3.34(6)  2.34(5) 
216  2.15(2)  4.00(1)  4.00(2)  3.30(2)    3.67(3)  3.65(2)   
Honors    3.28(5)      3.30(1)  3.77(3)  4.23(4)   
All Courses  2.76(39)  2.89(47)  3.06(72)  3.07(53)  2.15(23)  3.15(52)  2.92(40)  2.57(23) 
The East High School achievement for the years 1997 and 1998 when CPMP was in place is stronger than both preCPMP East High School (i.e., 1995 and 1996) and 1997 and 1998 West High School achievement. Similarly, the number of East High School graduates who attended the University of Michigan for the last two years is greater than that for the previous two years at the same school. These achievement and admissions data clearly support the view that in collegiate mathematics courses at the University of Michigan, graduates of the CPMP program perform as well as, or better than, graduates of a traditional mathematics curriculum.
Graduates of the CPMP program at East High School have, themselves, commented on their preparedness for collegiate mathematics and mathematicsrelated fields. The following comments are from three students who studied the pilot version of CPMP Course 4. The first two students enrolled at the University of Michigan.
Student
1: In high school, I looked forward to math as one of my favorite subjects. The way I was taught and the instructors who taught it, made CorePlus math extremely interesting to me. My sophomore year of high school is when I developed such a love for math and science that I decided to go into engineering. In my senior year of high school, I took Calculus BC and placed into Calculus 116 [second semester calculus] here at Michigan. The CorePlus mathematics system and the calculus class I took [in high school] gave me such a strong base in mathematics that I received an A+ in Calculus 116. The reallife examples of CorePlus Mathematics gave me an excellent background for demanding engineering courses. Because of my CorePlus background, I feel I am two steps ahead of students who did not take CorePlus math in high school. ... I am able to problem solve much faster than students who do not have a CorePlus mathematics background. 
Student
2: The first political science class that I took at U of M was Comparative Politics. I was lucky because in CorePlus Mathematics I learned many different kinds of charts, many different data tables, and many different methods for analysis of data. While many of my peers at college were left wondering what a Pearson's r correlation was, I was asking the professor questions like, "Did you, and by what method, screen out any outliers in the data sets?" I think the biggest advantage of CorePlus math is that the diversity of topics allows me to feel comfortable in any math setting, whether it is politics, economics, or any subject. 
Comments such as the above are not unique to students at the University of Michigan. The following is a quote from an East High School (CPMP) graduate from the same class who enrolled at Stanford University.
Student
3: It is my firm belief that my CorePlus education in fact better prepared me for the mathematics I encountered in college, as well as for preceding Advanced Placement Examinations, than would have a traditional mathematics program. For any student who intends to study math at the level of singlevariable calculus or beyond, I believe that the conceptualbased style of education stressed in the CorePlus program will prove far more beneficial than the memorization of what would otherwise be meaningless formulas and algorithms. 