>In re college teachers vs(?) high school teachers, I think both have necessary functions to perform.
A few more very important tasks college teachers could help with is to communicate how colleges view statistics as an important part of a HS mathematics curriculum.
1) HS mathematics departments need to hear that statistics should receive more emphasis within many of the existing courses (we get into many emphasize/deemphasize discussion over The Standards).
2) We also need to hear both how college departments and College ADMISSIONS view a student with AP Statistics rather than AP Calculus on their application (of course, we would like to see both). I sense that a lot of "departments" within colleges would rather have their students arrive with a good statistics course than a good calculus course. Yet many students will take Calculus since it is perceived that it will help their college admissions. Colleges need to be pro-active on this. Departments need to talk to admissions and admissions needs to make direct statements to High Schoosl. If Admissions take a passive role it will years before HS departments accept in their hearts the equal importance of Stats and Calculus.
3) Since college teachers have little to do with their time - right - it would be great if they could link up with high schools. Help HS students see examples of how statistics is used at the colleges they will be attending in just a year or two. I am sure that this happens already and I am about to contact some local alums.