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Call for Sample Problems     

     The Secretary of Labor's Commission on Achieving Necessary Skills
(SCANS) has urged that high school curricula be revised to include more
skills that students need in the workplace, whether they immediately enter the 
job market or attend college first.  Millions of workers cannot plan even a 
simple project because they lack the mathematical, writing,and planning skills
necessary. 

     We're working under a contract with the College Board's Pacesetter
program to design lesson plans for a 12th grade math class.  We want the
class to reinforce mathematical concepts previously learned in 3 years of 
algebra and geometry, but also to teach the SCANS skills.  These skills 
include:  planning (time, money, space), interpersonalskills (working on a 
team, teaching, negotiating), information (gathering, evaluating, 
communicating), technology (using and evaluating the tools available, 
particularly computers), and systems (predicting outcomes and improving 
existing procedures).
     Pacesetter emphasizes problem-solving.  We want to teach students how
to solve real-world problems of the sort they might encounter in the workplace,
with the tools they will have in the workplace.  Our curriculum assumes that
students have at their disposal IBM PC compatible computers with
spreadsheet, graphing, and project planning software. Sample projects might 
include some of the following:

     1.   Use a spreadsheet with algebraic expressions regarding
          relationships to come up with a business plan.

     2.   Use planning software to arrive at a schedule and budget for a
          project.

     3.   Develop a model and make predictions of performance regarding
          service (e.g., a cafeteria or pizza delivery).

     4.   Write a proposal that uses quantitative data (charts, graphs) to
          make a convincing argument.

     5.   Analyze a quality control problem using elementary statistical
          techniques.

For instance, students might be required to calculate the surface area of
buildings, and determine the amount of paint needed and the wages of the
painters (#1, above).  They would then have to develop a schedule and budget 
(#2). They could then write a bid, illustrating the schedule and expenses using
charts, as if they were attempting to win a contract (4).     
     Our research shows that employers will be more inclined to hire a student
whose teachers have prepared a resume demonstrating his mastery of these
competencies and which contains samples of projects like the above, where
the student has demonstrated the ability to perform practical tasks of the 
sort the employer might require.  This is not intended to be a vocational class
only; students who will attend college before entering the workforce need these
same skills in both college and on the workforce.     
     Students would work in teams to complete these assignments.  Projects
should not be of the normal, five-minute word problem variety, but should take 
one or more class periods to completely solve.  We would appreciate your 
assistance in developing problems.  Your opinions, ideas, questions, and 
concerns are welcome.


                               Sincerely,
                               Arnold Packer
                               Senior Research Fellow
                               Johns Hopkins University
                               Director, SCANS 2000
                               (410) 516-4556
                               Internet:  PACKER@JHUVMS.HCF.JHU.EDU
                               Bitnet:    PACKER@JHUVMS