Placement Policies
- AS students matriculate to Cary Academy's Upper School from the Middle
School, each student will be placed into the appropriate course as
determined by the Middle School faculty in consultation with the Chair
Mathematics Department.
- Students entering Cary Academy's Upper School from another school will
be placed based on their transcript and an interview with the Assistant Head
of Upper School and/or the Chair of the Mathematics Department.
- Each year, students who successfully complete their math class will be
placed in the next course based on the
Pathways.
- For non-Honors or non-Advanced courses successful completion is
earning a passing grade; however students earning a grade below a C- may
choose to retake a course.
- For Honors and Advanced courses, students must earn a grade of B or
85% to automatically be placed in the next honors-level or Advanced
course.
- The Department of Mathematics strongly
Effort Grade Policy
The effort grade measures personal responsibility, motivation, and initiative.
The following descriptions are general measures of these qualities and not
necessarily intended as a checklist for assigning grades.
- Four - Superior Effort
The student makes a sincere effort to extend his or her understanding of
mathematical processes and concepts. The student has an excellent record on
daily homework assignments. The student comes to class on time with
appropriate materials and a positive attitude. The student is an active,
constructive participant in class discussions and activities. The strong
student investigates problems beyond those required and willingly helps
classmates. The struggling student takes the initiative to get extra help
when needed and goes the extra mile to learn the material.
- Three - Good Effort
The student makes an effort to understand mathematical processes and
concepts. The student has a good record on daily homework assignments. The
student comes to class with appropriate materials and a cooperative
attitude. The student is an active, constructive participant in class
discussions and activities. The student works cooperatively with peers and
the teacher.
- Two - Marginal Effort
The student shows sporadic effort to understand mathematical processes and
concepts. The student has poor to fair record on daily homework assignments.
The student often disrupts the learning environment by not following
instructions, socializing inappropriately, or generally displaying a
negative attitude. The student makes little or no effort to work
cooperatively with classmates.
- One - Poor Effort
The student fails to accept responsibility for his or her own learning of
mathematics.