Monday, July 14, 2008
Saturday, July 12, 2008
California requires Algebra 1 for all eighth-graders
Wednesday, the California Board of Education voted to require Algebra 1 for all 8th grade students. The decision was made after a last minute push by Governor Schwarzenegger. Superintendent of Public Instruction, Jack O'Connell, vehemently disagreed with the Board's decision. Only one Board member, Jim Aschwanden, sided with the Superintendent.
Alas... Call me a pessimist, but I don't think there will be enough "highly qualified"* middle school math teachers to cover the increase from the 34% of students currently taking Algebra 1 in the 8th grade, to the 100% of 8th grade students who will be taking that course three years from now. And that is the tip of the iceberg.
Before I continue to rant, I want readers to know that Algebra 1, in the 8th grade, was the hardest math course I ever took. Compared to Algebra 1, calculus was a piece of cake. Suffice to say that there was weeping over homework (and I like math).
The Algebra Story
More than ten years ago, the California educrats (the ones in Sacramento - I'm feeling snarky), decided to make Algebra part of the California Mathematics Standards for 8th grade. For plenty of students, the opportunity to take algebra in the 8th grade makes sense. Many students are even ready to take algebra in the 7th grade, and a few special students are ready in the 6th grade. But, about half the students in California (and that is probably a conservative estimate) are not ready for algebra until sometime in high school.
Did the Governor or the Board of Ed ask for the opinions of the teachers that teach these courses? The teachers will tell you that even students who are somewhat successful in algebra are most likely not proficient in fractions, decimals, and percents, let alone more basic arithmetic. Or how about the public? The voters? At least eight out of ten adults tell me that they either hated or were not good at math when I tell them I am a math teacher or majored in math in college. It is almost like a confession or an apology,
If I were the Goddess of mathematics education in California (thankfully I'm not), I would opt for introducing basic algebraic, geometric, and measurement concepts in elementary school, then going into more depth in middle school. I would also insist upon mastery of fractions, decimals, and percents by 8th grade.
Continuing with that fantasy... The students who are particularly adept at mathematics could pursue the higher levels in high school and those that have not mastered the basics by then could take courses that ensured mastery by graduation from high school. The California Exit Exam could be weighted toward testing for the math that everyone needs to know: arithmetic (including fractions, decimals, and percents), measurement (standard and metric), problem solving (including solving basic equations), and estimation.
In my imaginary world we need to be able to compare prices on gallons of milk or liters of pop, to figure out our income tax, our checking account, and our 401k, to know if the sale price of the tires is correctly calculated and if we receive the correct change, to tip the waiter appropriately, to make certain we are not being cheated on our bill, to estimate the cost (including tax) of the car we want to buy or the new carpet we need in the den.
Jim Aschwanden, the descenting California School Board member mentioned earlier, was quoted as saying,
Back to Reality
Unlike California children, most 8th grade students in Singapore and Japan seem to be developmentally ready for algebra by eighth grade. This may have been a motivating factor for the School Board's decision. I applaud the kind of thinking that encourages Californian/American children to be prepared to compete in the world market. A one-shoe-fits-all plan isn't going to work in California.
My predictions:
See AP articles California to require algebra taught in 8th grade, Calif. mandates algebra for all eighth-graders and an excellent article by Dave Ellison of InsideBayArea.com, Requring eigth-grade algebra makes no sense
*No Child Left Behind Act
Alas... Call me a pessimist, but I don't think there will be enough "highly qualified"* middle school math teachers to cover the increase from the 34% of students currently taking Algebra 1 in the 8th grade, to the 100% of 8th grade students who will be taking that course three years from now. And that is the tip of the iceberg.
Before I continue to rant, I want readers to know that Algebra 1, in the 8th grade, was the hardest math course I ever took. Compared to Algebra 1, calculus was a piece of cake. Suffice to say that there was weeping over homework (and I like math).
The Algebra Story
More than ten years ago, the California educrats (the ones in Sacramento - I'm feeling snarky), decided to make Algebra part of the California Mathematics Standards for 8th grade. For plenty of students, the opportunity to take algebra in the 8th grade makes sense. Many students are even ready to take algebra in the 7th grade, and a few special students are ready in the 6th grade. But, about half the students in California (and that is probably a conservative estimate) are not ready for algebra until sometime in high school.
Did the Governor or the Board of Ed ask for the opinions of the teachers that teach these courses? The teachers will tell you that even students who are somewhat successful in algebra are most likely not proficient in fractions, decimals, and percents, let alone more basic arithmetic. Or how about the public? The voters? At least eight out of ten adults tell me that they either hated or were not good at math when I tell them I am a math teacher or majored in math in college. It is almost like a confession or an apology,
"Oh, I was terrible at math. It was my worst subject."
"Don't worry about it. I promise I won't make you solve fractions or train problems."Fantastical Thinking
If I were the Goddess of mathematics education in California (thankfully I'm not), I would opt for introducing basic algebraic, geometric, and measurement concepts in elementary school, then going into more depth in middle school. I would also insist upon mastery of fractions, decimals, and percents by 8th grade.
Continuing with that fantasy... The students who are particularly adept at mathematics could pursue the higher levels in high school and those that have not mastered the basics by then could take courses that ensured mastery by graduation from high school. The California Exit Exam could be weighted toward testing for the math that everyone needs to know: arithmetic (including fractions, decimals, and percents), measurement (standard and metric), problem solving (including solving basic equations), and estimation.
In my imaginary world we need to be able to compare prices on gallons of milk or liters of pop, to figure out our income tax, our checking account, and our 401k, to know if the sale price of the tires is correctly calculated and if we receive the correct change, to tip the waiter appropriately, to make certain we are not being cheated on our bill, to estimate the cost (including tax) of the car we want to buy or the new carpet we need in the den.
Jim Aschwanden, the descenting California School Board member mentioned earlier, was quoted as saying,
"Not all children are developmentally ready to take algebra in the eighth grade."Many people think this way. I believe, however, that with a homogeneous culture (which we don't have), rigorous mathematical training in the early grades (which we don't have), and a cultural consciousness that we can all do math well (which we also don't have), most students would be developmentally ready to take algebra in the eighth grade and thus nearly 100% would be adequately proficient in algebra by the completion of middle school.
Back to Reality
Unlike California children, most 8th grade students in Singapore and Japan seem to be developmentally ready for algebra by eighth grade. This may have been a motivating factor for the School Board's decision. I applaud the kind of thinking that encourages Californian/American children to be prepared to compete in the world market. A one-shoe-fits-all plan isn't going to work in California.
My predictions:
- Math teacher shortage in middle school
- A compounded education funding crisis
- Watering-down the algebra curriculum to avoid failing huge numbers of students
- More parents will be paying for math tutors in middle school
- Eventually 9.5 out of 10 people will tell me they hated math or were not good at it in school
See AP articles California to require algebra taught in 8th grade, Calif. mandates algebra for all eighth-graders and an excellent article by Dave Ellison of InsideBayArea.com, Requring eigth-grade algebra makes no sense
*No Child Left Behind Act
Monday, July 7, 2008
America's Best Places to Raise a Family
This Forbes article surprised me. It lists the best 20 counties, in the country, to raise a family. Marin County came in at number 15. Apparently Marin would have been higher on the list except for the gnarly $901,900 median home price. Keep in mind that is median (the middle valued house), not average.
What surprised me? Marin County tops the nation in education. I'm getting a clearer picture of the education crisis when Marin tops the list. I am a Marin native, and a Marin teacher, and I have seen education, specifically math education, decline in the last 30 years.* (I write about the unsettling fact that the U.S. ranks 25th out of 29 developed nations in Math education for high school students, so my thinking might be a bit skewed compared to the average American.)
Forbes gives the average SAT score in Marin as 1,133. For those of us older than 30, the College Board added 100 points to the score in 1994 - so that average score should look more like 1,033 to us. 1033 does not seem that great to me. The average score was designed to be a combination of 500 in English and 500 in math, in 1941 when the test began. But, since the average combined score had decreased to about 850 by 1994** the College Board raised everyone's test score by 100 points, making the student average 950, closer to what it was when the test was designed.
In other words... our children in Marin, averaging 1,033 are not doing significantly better than the average student in 1941. Oh but, we must take into account that more students are taking the test these days because more students are going to college. But still...
** Dumbing Down Our Kids : Why American Children Feel Good About Themselves but Can't Read, Write, or Add
What surprised me? Marin County tops the nation in education. I'm getting a clearer picture of the education crisis when Marin tops the list. I am a Marin native, and a Marin teacher, and I have seen education, specifically math education, decline in the last 30 years.* (I write about the unsettling fact that the U.S. ranks 25th out of 29 developed nations in Math education for high school students, so my thinking might be a bit skewed compared to the average American.)
Forbes gives the average SAT score in Marin as 1,133. For those of us older than 30, the College Board added 100 points to the score in 1994 - so that average score should look more like 1,033 to us. 1033 does not seem that great to me. The average score was designed to be a combination of 500 in English and 500 in math, in 1941 when the test began. But, since the average combined score had decreased to about 850 by 1994** the College Board raised everyone's test score by 100 points, making the student average 950, closer to what it was when the test was designed.
In other words... our children in Marin, averaging 1,033 are not doing significantly better than the average student in 1941. Oh but, we must take into account that more students are taking the test these days because more students are going to college. But still...
15. Marin County, Calif.* Of course it is also declining in the rest of the country and in other developed countries - England and France are having trouble urging their teenagers to study math.Population: 248,742
If money were no object, Marin would be tops on our list. It offers the best education in the country, with a 97% graduation rate and a list-topping average SAT score of 1,133. Marin is filled with picturesque bay-side communities like Tiburon and Sausalito, and outdoor attractions include Point Reyes National Seashore, Muir Woods Redwood Forest and Mount Tamalpais. Good luck finding a place to live: The median home price is a staggering $901,900, the most expensive on our list.
** Dumbing Down Our Kids : Why American Children Feel Good About Themselves but Can't Read, Write, or Add
Sunday, June 29, 2008
Poll: What Does the Nation Think About Education
The poll was funded by the Bill and Melinda Gates Foundation.
Education is trying to function at cross purposes. I keep reading about how all students need algebra in the 8th grade. "Algebra is the gateway to college". But, since when does everyone in the work force need college or choose the college path? Is college the new high school? Is it recommended for everyone? Solving linear equations, the essence of algebra, is not going to help huge numbers of people in the Nation's workforce. Being able to handle fractions and percents, which many students have not mastered, including students in higher level courses such as advanced algebra, would serve to better prepare students for the work force and life.
If we need to do a better job training kids for college and the work force then we might want to think of offering different kinds of high school education. A student might want to prepare for college. Others might want to prepare for business, a trade, or the arts. If we start offering appropriate training in high school, then we will have appropriately trained students entering college and the work force.
An analogy: One person has an automobile that is an engineering wonder. It performs well with little service and the service that it does need is straight forward and simple. The other person has a car that was manufactured with questionable engineering. It is made of plastic parts that break down and need to be replaced often. It is always in the shop due to its poor quality construction. The cars are repaired at two different repair shops. The first car goes to a shop that is spotlessly clean. Any replacement parts are readily available and are of top quality. The second car goes to a shop that is falling apart. It is filthy. The parts have to be ordered and take days to get to the shop. When they arrive at the shop, they are of poor quality because the clients can't afford better parts. Yet the mechanic is able to keep the car running despite the poor circumstances of the shop. The first car always runs better than the second car in all tests.
The second mechanic risks his life everyday to get to work because the shop is in a crime ridden neighborhood. He is in fact a much better mechanic than the first. When a part can't be found, he is able to fashion one to suit the purpose, in order to get the car back on the road. He does work for free sometimes because his clients can't always pay.
The way that 60% of our Nation thinks is that the first mechanic should get paid more because the car he works on always performs better in all tests.
For anyone who thinks this way, be clear on what you really mean. If teacher pay is to be based on testing outcome, then you are advocating that teachers who teach in schools that have everything they need, for kids who want naught, should be paid more than teachers who work with students who have little, in schools that are falling apart. Testing outcomes are directly related to the zip codes of the homes of the students.
Finding:
About half of the Nation thinks that schools are not preparing kids adequately for college and the work force.
Education is trying to function at cross purposes. I keep reading about how all students need algebra in the 8th grade. "Algebra is the gateway to college". But, since when does everyone in the work force need college or choose the college path? Is college the new high school? Is it recommended for everyone? Solving linear equations, the essence of algebra, is not going to help huge numbers of people in the Nation's workforce. Being able to handle fractions and percents, which many students have not mastered, including students in higher level courses such as advanced algebra, would serve to better prepare students for the work force and life.
If we need to do a better job training kids for college and the work force then we might want to think of offering different kinds of high school education. A student might want to prepare for college. Others might want to prepare for business, a trade, or the arts. If we start offering appropriate training in high school, then we will have appropriately trained students entering college and the work force.
Finding:I have taught honors level math courses. Good! My salary will reflect the fact that my students are doing well on standardized tests. I have taught remedial math. Woe is me! A salary cut because many of the students in my class speak English as a second language, a large percentage of them have learning disabilities, are economically disadvantaged, or any other number of reasons that cause students to have trouble learning math. The remedial students are much more difficult to teach than the honors level students. The quality of the teacher is more crucial at the remedial level, yet the test scores won't show how capable that teacher is.
Sixty percent of adults think that teacher pay should in some way be tied to student results on standardized testing.
An analogy: One person has an automobile that is an engineering wonder. It performs well with little service and the service that it does need is straight forward and simple. The other person has a car that was manufactured with questionable engineering. It is made of plastic parts that break down and need to be replaced often. It is always in the shop due to its poor quality construction. The cars are repaired at two different repair shops. The first car goes to a shop that is spotlessly clean. Any replacement parts are readily available and are of top quality. The second car goes to a shop that is falling apart. It is filthy. The parts have to be ordered and take days to get to the shop. When they arrive at the shop, they are of poor quality because the clients can't afford better parts. Yet the mechanic is able to keep the car running despite the poor circumstances of the shop. The first car always runs better than the second car in all tests.
The second mechanic risks his life everyday to get to work because the shop is in a crime ridden neighborhood. He is in fact a much better mechanic than the first. When a part can't be found, he is able to fashion one to suit the purpose, in order to get the car back on the road. He does work for free sometimes because his clients can't always pay.
The way that 60% of our Nation thinks is that the first mechanic should get paid more because the car he works on always performs better in all tests.
For anyone who thinks this way, be clear on what you really mean. If teacher pay is to be based on testing outcome, then you are advocating that teachers who teach in schools that have everything they need, for kids who want naught, should be paid more than teachers who work with students who have little, in schools that are falling apart. Testing outcomes are directly related to the zip codes of the homes of the students.
Subscribe to:
Posts (Atom)
