Again, evaluations of the integrated projects support the claim that integrated mathematics is appropriate preparation for college work. Analyses of SAT and ACT data consistently show results at least as good as those for similar students who take more traditional coursework. A third, and possibly most appropriate, way to frame the readiness question is to ask how well students who have taken integrated mathematics have done in university courses. Now we are in an area in which universities have seldom operated. The data that are desired are virtually nonexistent and are difficult to obtain even when one knows what is needed.
People tend to operate from anecdotal information.
The best study to date has been done with students from Bloomfield Hills, Michigan, who have attended the University of Michigan. Data indicate that students from the high school that uses CPMP have performed better in a variety of university mathematics classes than students from that high school before CPMP was used, and they have also performed better than their peers from the system high school that uses a more traditional approach. I do not pretend that the preceding paragraphs will persuade someone that NSF-sponsored integrated mathematics curricula are appropriate preparation for college. I think that an integrated approach is appropriate and that it can offer better preparation than traditional coursework. Suppose that students complete an integrated high school curriculum with A's and B's.