Curriculum Frameworks, (3) provide programs that articulate to teacher training institutions, and (4) incorporate early field experiences for all students. In addition, special initiatives developed by HFCC in conjunction with the University of Michigan-Dearborn, Eastern Michigan University, and Schoolcraft College (and made possible by NSF and Eisenhower Grant funds) have resulted in the development of Mathematics for Elementary Teachers courses implementing the Triesman model as well as mentorship activities with teachers from urban districts, and university/community college team field experiences in urban and bilingual classrooms. These projects have strengthened the community college students’ experiences and provided a bridge from the community college to the university environments. Communities of mathematics educators and students from school districts, universities, and community colleges have formed. The success of the Pre-Education Programs at HFCC is partially documented by the programs’ dramatic increase in pre-education declared majors, from 354 students in 1994 to 1,054 in 1998, with a proportionate increase in students designating minority status.

Summarizing the success of the mathematics curriculum, one African American student stated, “I can honestly say that I enjoy math now, and I am looking forward to teaching it. I hope to be able to inspire someone else…. Thank you so very much!”

Cerritos College (Norwalk, California)7

Cerritos College recently began a partnership with California State University, Long Beach (CSULB), to launch the Cerritos College Teacher TRaining ACademy (Teacher TRAC). Teacher TRAC gives future K-8 teachers an opportunity to complete their bachelor’s degree and multi-subject teaching credential in four calendar years. Educational technology courses that help to enhance a K-8 teacher’s ability and technology-proficiency in the classroom are a special feature of Teacher TRAC. Cerritos College faculty members are partnering with CSULB faculty to ensure that national, state, and local standards as well as technology are infused in core content courses. In addition, pedagogical practices are being rethought in light of inquiry-based, hands-on instructional practices. Cerritos College recently received grant funds from the California Chancellor’s Office for a significant expansion of


Additional information about this program is available at <>.

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