Tim Brown also said that "no single text does an adequate job of covering what is on the AP syllabus, so we all need to use as many resources as we can get our hands on. I am especially interested in the books with good data sets and projects, which I have found hard to come by."
And I think he's right about that. I often find that, the first time through a course, my best strategy is to get a good book and let it guide me (and my students) through the course. (That's how I first used Moore & McCabe, which I found to be a superb tour guide. But we could only do about half the book...) After I've done the course a few times, I begin to get some ideas of my own and, sometimes, I get brave enough to do the course with no specific textbook--just mixing and matching good stuff from many sources.
I think that would be a great way to meld Scheaffer's _Activity Based Statistics_, the Quantitative Literacy materials, Allan Rossman's _Workshop Statistics_, and the NCTM's _From Home Runs to Housing Costs: Data Resource for Teaching Statistics_, which I forgot to mention in my previous post. (This was edited by Gail Burrill, and also is available from Dale Seymour.)
BTW, for good information on projects, take a look at the NCTM's booklet _Data Analysis and Statistics Across the Curriculum_, which has an entire 10-page chapter on student projects, and a list of 35 sample project titles at the end.
You know, the only complaint I have about this business is that you high school teachers are going to have most of the fun. Most of us at the college level can only carry out a poor approximation in about 40 meetings of what you'll be doing in about 140 days, from the beginning of the year to the AP exam. Some guys have all the luck...
============================================== Bruce King Department of Mathematics and Computer Science Western Connecticut State University 181 White Street Danbury, CT 06810 (firstname.lastname@example.org)