ABSTRACT
Our aim in producing this volume is to shed some light on what is known about approaches to precollege statistics education and assessment. Our premise is that if statistics are intro~uced in the K-12 period, then students will be better prepared for decision making in the real world. The quest is to find ways to provide students with opportunities to do statistics in a manner that prepares them for real-world experiences. Each of the contributors to this volume has embarked on this quest, and provided insights about how to achieve this goal. One path selected by each contributor is a problem-solving approach to statistics where students are asked to interpret the meaning of statistics as opposed to simply understanding how to compute or generate statistics. Lajoie and Romberg (in the introduction to this volume) describe many forks along this path that provide the reader with ideas about how to pursue an agenda that might pertain to statistical content, teaching, learning, and assessment in K-12. My reflections on these chapters have led me to consider these forks as forming a three-lane highway (the Statistical Content Causeway; see Fig. 11.1) that provides a conduit for establishing an appropriate agenda for statistics education and assessment in K-12. The highway is so named because the goal is to move us toward a successful statistics curriculum where we expect students to learn and when we expect them to learn key concepts. This chapter explores this causeway where signposts for when students are expected to acquire certain skills are provided along the way. The instructional in-roads, learning lanes, and assessment alleys that are instrumental to navigating through this content causeway
aredescribed.Concludingremarksaboutpossibleagendasforstatisticsedu-
cationandassessmentfollow.
