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This memorandum provides information related to Advanced Placement (AP) and International Baccalaureate (IB) course enrollment, exam participation, and exam performance during the 2018-2019 school year in Montgomery County Public Schools (MCPS). In 2019, all 25 MCPS comprehensive high schools offered AP courses and 8 high schools provided IB programs. Districtwide, more than 56.0 percent of MCPS high school students enrolled in at least one AP or IB course in 2019. In the past three years, the rate of AP/IB course enrollment increased 6.8 percentage points. The continued emphasis on rigorous course-taking resulted in 41,048 AP exams taken by MCPS students in 2019 and 29,334 of those tests had a score of 3 or higher. The percentage of AP exams taken by MCPS students who attained scores of 3 or higher (71.5 percent) was 4.7 and 13.6 percentage points higher than those for public school students in the state of Maryland (66.8 percent) and the nation (57.9 percent), respectively. The number of IB exams taken by MCPS students decreased from 3,770 in 2017 to 3,587 in 2019.

Presents an historical lesson on the development of numbers and the special characteristics of zero. Includes activity sheets designed to help students focus their attention on the value of numerals including zero, place value, and operation with zero. (KHR)

Provides a strategy that can help teachers and students begin using the history of mathematics as they learn more about both the history and mathematics--namely, think about who does math, how math is done--and what math is. (KHR)

This manual for the operation and maintenance of the Government Documents Department at Baylor University's Moody Memorial Library is divided into 13 topical sections. The guide opens with the collection development policy statement, which covers the general collection, the maps division, and weeding government documents. Technical processing issues include processing incoming documents; check-in and shelflist policies; and binding procedures. Detailed circulation policy and procedures include a briefing on student-worker responsibilities; a 13-item statement of agreement between the government documents department and the library circulation department; instructions for inputting records for documents that will be circulated into the library's online catalog system; directions for handling overdues; and policies for interlibrary loans. A handbook for student-assistants, which is included in full, touches on 14 subjects ranging from explanations of Superintendent of Documents classification numbers to instructions for fixing a jammed microfiche machine. Methods of disposal of government documents are specified according to the regional and the national guidelines. Additional procedures are described for reporting missing documents; ordering government publications not designated as depository items; using the government documents department's personal computer; maintaining equipment in the department; handling money brought in from the microfiche copier; keeping daily and monthly statistics; and opening and closing the department. Copies of many of the forms used to facilitate and carry out the procedures are included. (SD)

This teacher's guide contains multidisciplinary activities written by teachers and principals in Genessee County, Michigan, in a four-day workshop sponsored by Project CHANGE. Activities contained in this publication range from elementary through high school levels, with the appropriate teaching level being indicated for each activity. Most of the activities are presented on a single page. The objective of the activity, materials needed (if any), description (of what the students should do; cautions to the teacher), and related activities (if any) are provided within this space limitation. Some activities designed for high school students contain more detail in the form of directions, questions to be answered, or simple identification keys. (PEB)

Documents an evolving attempt to manage a values argument writing assignment in a large enrollment plant science class. Explores how developing library skills improved students' writing. Contains 22 references. (DDR)

For many students, films and television provide not only a chief source of entertainment, but their only glimpse of history outside of a formal classroom. This book aims to stimulate media awareness and critical viewing skills in students through lessons in critical analysis and historical interpretation of selected films. The films chosen for examination are presentations of history rather than documentations of history. These historical presentation films may present historical content in four ways: (1) as factual record; (2) to convey atmosphere; (3) to suggest analogy; or (4) as a lesson in historiography. The book is organized into a beginning teacher's guide and information section followed by 15 units on specific historic periods. The teacher's section includes an introduction, bibliography, video sources, master index of feature films, and reproducible student material. Most units also have reproducible student pages consisting of a guide of what to watch for in a film, and a worksheet that includes a vocabulary list and questions based on the film. The units offer background, plot synopsis and ideas for class discussion of the suggested film. These units and films include: (1) "The Colonial Experience: 'Three Sovereigns for Sarah'" (1986); (2) "The American Revolution: '1776'" (1972); (3) "The Expansion of the New Nation: 'The Buccaneer' (1958)"; (4) "The Civil War: 'Glory'" (1989); (5) "The West: 'Dances with Wolves'" (1990); (6) "World War I: '1918'" (1985); (7) "The Twenties: 'Matewan'" (1987); (8) "The Great Depression: 'The Grapes of Wrath'" (1940); (9) "World War II: 'Air Force'" (1943); (10) "The Cold War: 'Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb'" (1964); (11) "Civil Rights Movement: 'The Long Walk Home'" (1991); (12) "Life in the Fifties and Sixties: 'American Graffiti'" (1972); (13) covers the Vietnam War with a teacher's guide to films and documentary sources; and (14) "The End of the Twentieth Century: 'Nightbreaker'" (1988). Unit 15, "Teaching Media Literacy Through Film: The OK Corral Gunfight--A Case Study," is a comparative study of the same event as shown by three films: "My Darling Clementine" (1946), "Gunfight at the OK Corral" (1957), and "Doc" (1971). (MM)

Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the high school volume are: (1) Cognitive Issues in Mathematics Education (Lee V. Stiff, Janet L. Johnson, and Mary R. Johnson); (2) Affective Issues in Mathematics Education (Douglas B. McLeod and Michele Ortega; (3) Critical Thinking, Mathematical Reasoning and Proof (Phares G. O'Daffer and Bruce A. Thornquist; (4) Mathematical Problem Solving (James W. Wilson, Maria L. Fernandez, and Nelda Hadaway); (5) Mathematical Symbols and Representatives (Claude Janvier, Catherine Girardon, and Jean-Charles Morand); (6) Improving the General Mathematics Experience (Harold L. Schoen and David Hallas); (7) Advancing Algebra (Sigrid Wagner and Sheila Parker); (8) Restructuring Geometry (William F. Burger and Barbara Culpepper); (9) Teaching and Learning Calculus (Joan Ferrini-Mundy and Darien Lauten); (10) Thinking about Uncertainty: Probability and Statistics (J. Michael Shaughnessy and Barry Bergman); (11) Computing Technology (M. Kathleen Heid and Terry Baylor); (12) Instructional Activities and Decisions (Mary Kim Prichard and Sue Bingaman); (13) Planning and Organizing Curriculum (Karen Brooks and Marilyn Suydam); (14) Inside the Teacher: Knowledge, Beliefs, and Attitudes (Catherine A. Brown and Jayne Baird); (15) Evaluation Issues (Elizabeth Badger, Thomas J. Cooney, and Timothy Kanold); and (16) Teacher as Researcher: What Does It Really Mean? (Nina Kay Lankford). The table of contents for the early childhood and middle grades volumes are included. (MKR)

Shows how demographic changes in U.S. classrooms represent a challenge to social studies teachers. Considers how the social studies curriculum might be adjusted to reflect current demographic trends. (HB)

Although granular activated carbon (GAC), fluidized-bed bioreactors have been widely used for treatment of groundwater containing readily biodegradable organic compounds, there is only limited experience with treatment of chlorinated organics found at many DOD and industrial sites. This report summarizes performance data from a field evaluation of an Envirex model 30 bioreactor operated at various chlorobenzene concentrations and organic loading rates over a 7-month period. The work was conducted under a collaborative research and development agreement between US Air Force Armstrong Laboratory and the Dow Chemical Company. Microorganisms used to seed the bioreactor were provided by activated sludge from the site, as well as indigenous chlorobenzene-degrading bacteria present in the groundwater. Removal efficiencies exceeding 99.99% were achieved at organic loading rates between 6 and 10 pounds of total oxygen demand (lb TOD) per 25 cubic feet per day and hydraulic residence times of 7 minutes. Influent chlorobenzene concentrations ranging from 100 to 170 ppm were consistently reduced to below the detection limit of 10 ppb. Additional studies conducted at loading rates in excess of 10 pounds TOD per 25 cubic feet per day were useful for identifying critical operating parameters and potential system improvements, but were not representative of performance at lower loadings. Economic evaluation suggested that groundwater treatment costs for the bioreactor were lower than other conventional technologies. (AN)