We are grateful for the support and contribution of many people who made this study possible. Allen Phelps, Director of the Center on Education and Work (CEW), University of Wisconsin-Madison, provided guidance and support throughout the duration of this research. Thomas Romberg, Director of the School Mathematics and Science Achievement Center, and Walter Secada, Professor of Curriculum and Instruction, both of the University of Wisconsin-Madison, helped us shape the framework underlying this study through conversations in its early stages and through their participation on our steering group. We appreciate the time and feedback of all steering group members, including William Tate, Assistant Professor of Curriculum and Instruction, and Margaret Ellibee, Curriculum Outreach Specialist, both of the University of Wisconsin-Madison; Jesus Castellon, South Division High School in Milwaukee; John Janty, Waunakee High School in Waunakee; Sara Sherkow, former Dean of the Madison Area Technical College; and Ann Krause, Blackhawk Technical College in Janesville, all in Wisconsin.
Our special thanks to the four institutions featured in this report. Their support was essential to complete this study. Site leaders and key staff opened the doors of their institutions, facilitated candid exchanges, and contributed greatly to discussions on mathematics integration and policy issues at a working meeting held in July 1996.
Robert Sorensen of the CEW was very helpful in identifying and contacting state leaders for nomination of promising sites. Alejandro Nieri, doctoral student at the University of Wisconsin-Madison, contributed in data collection; and Mark Winters, Project Assistant, helped us keep project activities on track. Finally, we are grateful for Melissa Schwab's assistance in editing the final version of this report.