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Prior to joining KQED News, Spencer worked as the Multimedia Editor at the Oakland Post and an Assistant Editor in the Editorial department at the San Francisco Chronicle. He attended Howard University as an undergraduate and interned with SiriusXM. He also attended UC Berkeley's Graduate School of Journalism and had the opportunity to write for the hyperlocal news sites Richmond Confidential and Oakland North.","avatar":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["editor"]},{"site":"news","roles":["editor"]},{"site":"science","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Spencer Whitney | KQED","description":"KQED Digital Editor","ogImgSrc":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/aedfae46322917626352337ecd4f0981?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/swhitney"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"news","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"news_11969432":{"type":"posts","id":"news_11969432","meta":{"index":"posts_1591205157","site":"news","id":"11969432","score":null,"sort":[1702135855000]},"guestAuthors":[],"slug":"uc-reconsiders-high-school-math-requirements-for-data-science-students","title":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate","publishDate":1702135855,"format":"standard","headTitle":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate | KQED","labelTerm":{},"content":"\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive director, Just Equations\"]‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’[/pullquote]The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ji Song and James Stigler, psychology professors, UCLA\"]‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’[/pullquote]“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968324,mindshift_62724,forum_2010101894089\"]The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Elizabeth Statton, math teacher, Lowell High in San Francisco\"]‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’[/pullquote]\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive directorJust Equations\"]‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’[/pullquote]“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Barbara Knowlton, BOARS chair and psychology professor, UCLA\"]‘We want as much access as possible, yet it has to mean that students are prepared.’[/pullquote]“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","status":"publish","parent":0,"modified":1702176789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":3084},"headData":{"title":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate | KQED","description":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate","datePublished":"2023-12-09T15:30:55.000Z","dateModified":"2023-12-10T02:53:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive director, Just Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Ji Song and James Stigler, psychology professors, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11968324,mindshift_62724,forum_2010101894089"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Elizabeth Statton, math teacher, Lowell High in San Francisco","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive directorJust Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We want as much access as possible, yet it has to mean that students are prepared.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Barbara Knowlton, BOARS chair and psychology professor, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","authors":["byline_news_11969432"],"categories":["news_18540","news_8"],"tags":["news_33619","news_18738","news_20013","news_4922","news_33618","news_18362","news_6793","news_379"],"featImg":"news_11969471","label":"source_news_11969432"},"news_11955366":{"type":"posts","id":"news_11955366","meta":{"index":"posts_1591205157","site":"news","id":"11955366","score":null,"sort":[1689108759000]},"guestAuthors":[],"slug":"california-moves-closer-to-passing-new-guidelines-for-teaching-math","title":"California Moves Closer to Passing New Guidelines for Teaching Math","publishDate":1689108759,"format":"standard","headTitle":"California Moves Closer to Passing New Guidelines for Teaching Math | KQED","labelTerm":{},"content":"\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.[pullquote size='medium' align='right' citation=\"Kyndall Brown, executive director, California Mathematics Project Statewide Office\"]‘The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement.’[/pullquote]Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.[aside label=\"More Education Stories\" tag=\"education\"]Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’[/pullquote]Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”[aside label=\"Related Stories\" tag=\"california-schools\"]School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.[pullquote size='medium' align='right' citation=\"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office\"]‘The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more.’[/pullquote]“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.[pullquote size='medium' align='right' citation=\"Tom Loveless, education researcher\"]‘The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem.’[/pullquote]Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The State Board of Education is expected to pass the latest, clearer version, though critics are still not mollified.","status":"publish","parent":0,"modified":1689108759,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3768},"headData":{"title":"California Moves Closer to Passing New Guidelines for Teaching Math | KQED","description":"The State Board of Education is expected to pass the latest, clearer version, though critics are still not mollified.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Moves Closer to Passing New Guidelines for Teaching Math","datePublished":"2023-07-11T20:52:39.000Z","dateModified":"2023-07-11T20:52:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","nprByline":"John Fensterwald ","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11955366/california-moves-closer-to-passing-new-guidelines-for-teaching-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The State Board of Education is poised to approve a nearly 1,000-page guidance for math instruction this week with the ambitious, much-contested goal of transforming how math is taught in California, where only a third of students — and 1 in 5 low-income students — met standards in the latest state standardized test.\u003c/p>\n\u003cp>With the adoption of new textbooks, it may take years of intensive teacher training on a magnitude the state has not funded in decades before it becomes clear whether \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">the revised Mathematics Framework for California Public Schools\u003c/a> will move the needle of student engagement and achievement. Many teachers are confident it will, but there are skeptics.\u003c/p>\n\u003cp>The revised framework is nearly four years in the making. The third and likely last version, in response to more than 900 comments and petitions pro and con, took 14 months to complete. It was drafted by a new set of writers connected with \u003ca class=\"external\" href=\"https://www.wested.org/project/region-15-comprehensive-center/\">the Region 15 Comprehensive Center\u003c/a> of WestEd, the San Francisco-based research and service organization contracted by the California Department of Education.\u003c/p>\n\u003cp>The state board \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/\">released the new draft\u003c/a> on June 26; it accepted comments only through noon on July 7. After a final hearing scheduled for Wednesday, the board is expected to pass it, perhaps with minor changes.\u003c/p>\n\u003cp>Among those who will urge the board to adopt the final draft is Kyndall Brown, a former high school math teacher who is the executive director of the state-funded California Mathematics Project Statewide Office. Saying he was pleased that the “spirit” of the framework remains intact, Brown added, “This is the most equity-focused math framework I have ever seen as an educator in California.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement,” he said. “The math ed community, the people I interact with on a regular basis, support the framework, and we are ready to move forward and get this implemented.”\u003c/p>\n\u003cp>The framework’s recommendations are voluntary, but they heavily influence districts’ and teachers’ decisions and serve as guidelines for textbook publishers. The first two drafts have stirred \u003ca class=\"external\" href=\"https://www.newyorker.com/news/our-columnists/how-math-became-an-object-of-the-culture-wars\">national interest\u003c/a>, in part because California, with 5.8 million students, is the nation’s largest and most lucrative market for textbook publishers, who, the framework’s authors make clear (see Chapter 13), will have to hew to its guidelines to make the list of approved publishers.\u003c/p>\n\u003cp>But the proposed framework also adds another twist in the decades long debate over math instruction. Math traditionalists are warning that a proposed student-centered, inquiry-based, “big-ideas” driven instructional strategy, which de-emphasizes memorization and attention to procedures, will fail most students.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The biggest and strongest part of this framework are the chapters on teaching and structuring school experiences for equity and engagement.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Kyndall Brown, executive director, California Mathematics Project Statewide Office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Thousands of university STEM professionals signed petitions criticizing a proposed high school pathway that appeared to favor data science over the traditional course sequence to calculus, which is required for college students majoring in science, technology, engineering and math. Parents of students with advanced math skills and 6,000 others \u003ca class=\"external\" href=\"https://www.change.org/p/protect-advanced-students-from-the-california-department-of-education-removing-advanced-math-classes-and-options-for-acceleration\">who signed a related petition\u003c/a> were angry that the framework discouraged districts from starting algebra in eighth grade. The early start would give students a leg up on fitting in calculus before high school graduation.\u003c/p>\n\u003cp>In response, the new writers did eliminate the call for a new data science pathway; instead, they wove data skills into math instruction throughout grade spans. They also made some effort to clear up confusion conflating courses in data literacy, which all 21st-century students need, with a more rigorous, math-intensive data science course that, together with calculus, would prepare students for a data science major in college.\u003c/p>\n\u003cp>What the framework didn’t discuss, however, is a related controversy \u003ca class=\"external\" href=\"https://www.chronicle.com/article/the-university-of-california-changed-its-math-standards-some-faculty-arent-happy?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_7204756_nl_Academe-Today_date_20230707&cid=at&source=&sourceid=\">roiling the University of California and California State University faculties\u003c/a> over whether a growing list of UC-authorized data science courses, with minimal advanced math content, will leave students unprepared for math-intensive courses in college.\u003c/p>\n\u003cp>Last week, a committee of the UC faculty senate, called BOARS, which oversees high school course qualifications, publicly acknowledged it is having second thoughts on the approved courses. In \u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">a July 7 letter to the state board (PDF)\u003c/a>, the chair of BOARS asked that the revised framework delete references in the text and in a diagram (see below) indicating that data science courses can substitute as a math requirement for Algebra II. The letter indicated that BOARS planned to look into the issue further.\u003c/p>\n\u003cfigure id=\"attachment_11955399\" class=\"wp-caption aligncenter\" style=\"max-width: 1900px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11955399\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png\" alt=\"A screenshot of a chart.\" width=\"1900\" height=\"1042\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM.png 1900w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-800x439.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1020x559.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-160x88.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/07/Screen-Shot-2023-07-07-at-11.00.51-PM-1536x842.png 1536w\" sizes=\"(max-width: 1900px) 100vw, 1900px\">\u003cfigcaption class=\"wp-caption-text\">BOARS, the UC faculty committee overseeing the criteria for high school courses meeting the A-G requirements for admission to the University of California and California State University, is asking that the State Board of Education delete Data Science I and II from the circle indicating the current high school data science courses that can be substituted for Algebra II. \u003ccite>(Source: UNE 26, 2023 Revision of the California Mathematics Framework, page 30, Chapter 8)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The writers of the latest revision \u003ca href=\"https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881\" data-saferedirecturl=\"https://www.google.com/url?q=https://edsource.org/2022/deep-divisions-further-delay-for-californias-math-guidelines/675881&source=gmail&ust=1689110802672000&usg=AOvVaw0aekap1bu-59WRFtjSHtum\">rephrased or removed some citations of works\u003c/a> in the prior version, on neuroscience and other topics. Some of the citations of work support the instructional methods promoted by math instruction experts, including Stanford University math education professor Jo Boaler, one of the original framework’s team of authors.\u003c/p>\n\u003cp>At least some critics who had hoped that a year of work would fix the numerous problems they raised remain dissatisfied. The most prolific, if not most influential of them, Brian Conrad, professor of mathematics and director of undergraduate studies in math at Stanford, once again called for rejection of the framework due to shortcomings he cited.\u003c/p>\n\u003cp>In \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1cawqhfgphnIJxOf01XzP4KvAzsvUv3Y9/view\">a nine-page update\u003c/a> of his dissertation-length critique from a year ago, he pointed to remaining citation misrepresentations, and inconsistencies that could lead to contradictory interpretations of the framework and data science issues. “Critical concerns remain, and the (framework) does not live up to the standards of a document that sets state-wide education policy,” he wrote in a public comment last week.\u003c/p>\n\u003ch2>Philosophy intact\u003c/h2>\n\u003cp>Most of the past year’s effort went into clarifying, shortening and reorganizing the massive document. The focus of rewriting was on a half-dozen chapters, including the first two, laying out how to develop positive mindsets about math, like the belief that all students can succeed in math, and use students’ diverse backgrounds as “cultural assets.” Vignettes useful for teachers that lengthened chapters were moved to an appendix.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More Education Stories ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Most significantly, the new draft didn’t retreat from its primary charge to make math engaging and relevant for the many students who, particularly once they hit middle school, see math as abstract and inaccessible. That was the guidance of focus groups of teachers, an advisory group of California educators called the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ci/ma/cf/mathcfccapplicants.asp\">Curriculum Framework and Evaluation Criteria Committee\u003c/a>, and the state board.\u003c/p>\n\u003cp>Using “open, engaging tasks” and “inviting student questions and conjectures” will be among the classroom strategies the framework cites as ways to meet the needs of diverse students; another is to “teach toward social justice,” such as creating graphs of student homelessness or doing data analysis of air and ground pollutants by neighborhood.\u003c/p>\n\u003cp>“Teaching towards social justice is really about using activities and discussions that really highlight some of the inequities in the world,” Boaler said during a June 29 webinar with writers of the original draft following the release of the new draft.\u003c/p>\n\u003ch2>Discouraging Algebra 1 in eighth grade\u003c/h2>\n\u003cp>The earlier writers weren’t involved in the latest rewrite, but, during the webinar, they generally praised the result. Brian Lindaman, co-faculty director of the Center for Science and Mathematics Instruction at Chico State, and the lead of five authors of the earlier framework, said that based on the chapters he had read, “I have liked and appreciated the changes by and large,” including improvements in “the readability, the flow, the coherence of it.”\u003c/p>\n\u003cp>The revised framework also didn’t back off the previous recommendation that nearly all students shouldn’t take Algebra I until ninth grade. It does acknowledge that “some students will be ready to accelerate” into Algebra I in eighth grade, affording them greater access to advanced courses in high school. But those students should be tested for algebra readiness, and schools should consider offering them summer courses, like \u003ca class=\"external\" href=\"https://algebra.org/wp/\">Bob Moses’ Algebra Project\u003c/a>, which has successfully prepared underrepresented students for algebra, the framework states.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Districts have the authority to decide which students can take algebra in eighth grade; a 2015 state law, the \u003ca class=\"external\" href=\"https://casetext.com/statute/california-codes/california-education-code/title-2-elementary-and-secondary-education/division-4-instruction-and-services/part-28-general-instructional-programs/chapter-2-required-courses-of-study/article-3-courses-of-study-grades-7-to-12/section-512247-california-mathematics-placement-act\">Math Placement Act\u003c/a>, requires districts to adopt objective criteria for placing students in math courses, and consistently apply their policies. But many districts will take their lead from the state.\u003c/p>\n\u003cp>To discourage widespread enrollment in eighth-grade algebra, the framework’s diagram laying out STEM and non-STEM course pathways omits eighth-grade algebra as an option. To justify its position, the framework cites California’s experience in the early 2000s, when the state pressured districts to offer eighth-grade algebra; studies showed many students were unprepared and ended up repeating the course, with no better outcome. “Success for many students was undermined,” the framework said.\u003c/p>\n\u003cp>But Conrad counters that the more recent experience in San Francisco Unified, forcing all students to learn algebra in ninth grade, “was a total failure, exacerbating the very inequities it aimed to prevent, and is especially misguided since this country faces a dire shortage of STEM professionals.”\u003c/p>\n\u003cp>A “common ninth-grade experience” in math also is a strategy to prevent tracking, the practice of identifying potentially advanced math students as early as elementary school. That can have the effect of stunting the self-image, aspirations and abilities of non-tracked students. These students, predominantly low-income Black and Hispanic children, tend to end up with the least inspiring curriculums and least experienced teachers, Brown said. The harmful effects of tracking, he said, are real.\u003c/p>\n\u003cp>“If we can wait to hold the tracking off until at least eighth grade, we’ve given more kids opportunities to stay on the pathway to get high-level math classes,” said Cole Sampson, a member of the education advisory group to the framework and administrator of professional learning and student support for the Kern County superintendent’s office.\u003c/p>\n\u003cp>But placing algebra-ready students into a heterogeneous classroom of students with a wide range of skills can compound the challenges for teachers. It also denies eighth graders ready for algebra a jump-start to high-school math. To get to calculus, they must now double up math courses, enroll in a summer course or take a challenging compression math course, with supplemental help if they’re lucky. For low-income students holding down jobs, the obstacles hindering acceleration can force them to abandon plans for a STEM concentration in college.\u003c/p>\n\u003ch2>Shorter path to calculus\u003c/h2>\n\u003cp>As an alternative to eighth-grade algebra, the framework recommends that a task force investigate whether eliminating redundancies in the content of current courses could reduce four courses — Algebra I, Geometry, Algebra II and Precalculus — to three and reach advanced math like calculus by senior year.\u003c/p>\n\u003cp>Brown is confident this could be done. Conrad is skeptical, noting the framework drafters have had three years to come up with an alternative and haven’t. Mathematics professor Katherine Stevenson, the director of developmental mathematics at CSU Northridge, finds herself in between: It won’t be possible to pare down a course sequence without first looking at the 2013 Common Core math standards through the lens of what standards students will need in 2030, and then redesign a course sequence based on those standards.\u003c/p>\n\u003cp>Most students don’t major in STEM in college or take calculus. The biggest challenge to high school math is to design courses that will enable students to “exercise choice about their futures” by, the framework says, providing them “more opportunities to make choices that reflect their interests and aspirations.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","tag":"california-schools"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>School districts have considerable latitude to design third- and fourth-year courses, and the framework cites Financial Algebra, comparable in rigor to Algebra II, where students do mathematical modeling related to personal finance. Another is \u003ca class=\"external\" href=\"https://bridgecourses.calstate.edu/sites/default/files/inline-files/TCMS%20Brochure%20_2.pdf\">Transition to College Math and Statistics (PDF)\u003c/a>, which Stevenson designed in partnership with Los Angeles Unified. It provides math practices, like reading and interpreting data from two-way frequency tables and bar graphs, for high school seniors uncertain of their plans for college.\u003c/p>\n\u003cp>The goal should be flexibility, keeping students’ options open. The framework cites examples of students’ journeys: A student who plans to major in non-STEM graphics arts discovers an interest in software applications, so she takes Pre-calculus as a senior with a support class, setting herself up for freshman calculus and programming classes. After the standard first two years of math, another student who plans to work in a fabrication shop after graduation takes a course in modeling to understand the math of three-dimensional printing.\u003c/p>\n\u003cp>High school sequences have drawn the most contention, but it’s the underlying instructional strategies that could create the framework’s biggest impact. The approach, which academics call constructivism, underlies the math standards that were adopted in California in the early 1990s, then abandoned after \u003ca class=\"external\" href=\"https://www.nytimes.com/1997/11/27/us/california-goes-to-war-over-math-instruction.html\">a grassroots revolt\u003c/a> in 1997. While the changes wouldn’t be new, they could be drastic, fundamentally turning classroom instruction on its head.\u003c/p>\n\u003cp>The framework defines the difference in contrasting the beliefs in “unproductive” and “productive” roles of teachers.\u003c/p>\n\u003cp>The former, found in many classrooms, is “to tell students exactly what definitions, formulas, and rules they should know and demonstrate how to use this information to solve mathematics problems. The role of the student is to memorize information that is presented and then use it to solve routine problems on homework, quizzes, and tests.”\u003c/p>\n\u003cp>The latter should be “to engage students in tasks that promote reasoning and problem-solving and facilitate discourse that moves students toward shared understanding of mathematics. The role of the student is to be actively involved in making sense of mathematics tasks by using varied strategies and representations, justifying solutions, making connections to prior knowledge or familiar contexts and experiences, and considering the reasoning of others.”\u003c/p>\n\u003ch2>Connecting to the world around them\u003c/h2>\n\u003cp>Math isn’t working for the majority of students, the framework says, because there’s no context or connection with what they learn from one day to the next or to the world around them. A year is divided into units of “power standards,” which are taught individually, demonstrated with a procedure, and then assessed, before moving on to the next one.\u003c/p>\n\u003cp>The alternative is to tap into students’ curiosity with the goal of building deep understanding of math ideas. Classes should start with student-based questions about math and explore from there. Teachers should anchor lessons to “big ideas” in each grade that connect clusters of standards within the topic, like number sense, and across domains to show how algebra relates to geometry. Big ideas in third grade include fractions as relationships and number flexibility to 100; in sixth grade, they include relationships between variables.\u003c/p>\n\u003cp>“The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more,” said Sampson.\u003c/p>\n\u003cp>A teacher might start off this way, said Stevenson: “Here’s the situation: What do you notice and wonder about it? Here’s a bunch of things that we’re going to talk about today. Which ones do you already know?” Answers will lead to procedures needed to solve it, whether how to do two-digit multiplication or to calculate the volume of a cylinder.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The framework is saying that we really need to make sure that the conceptual precedes the procedure to provide the understanding, so that when we get to those steps later on, we understand the why behind it. It’s not a mystery any more.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cole Sampson, administrator of professional learning and student support, Kern County superintendent’s office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Just the idea of the big ideas is huge, so that teachers aren’t feeling they’re teaching things in isolation,” said Vicki Murray, a learning coordinator in Buellton Unified who has taught elementary grades math, agrees. “Jo Boaler has really done an amazing job showing the mile-high view, that this idea connects to all these different other pieces of math.” Buellton is a 600-student district north of Santa Barbara.\u003c/p>\n\u003cp>“A lot of K-6 teachers are super excited about it, and it makes sense to them,” Stevenson said. “It’s actually asking them to teach math the same way they teach a lot of other things,” like the Next Generation Science Standards. But high school teachers may feel disoriented with the approach and burdened by the complex set of rubrics around which teachers should design lessons.\u003c/p>\n\u003cp>“I support the idea that we need to teach differently. I do agree that what we’re doing right now is not working. We’re trying to teach too much too fast,” Stevenson said. “I wonder if there isn’t a simpler formulation of what they (the authors) are trying to get at.” At the end of a class, she said, students may walk away with a “muddy sense of what they were to have learned.”\u003c/p>\n\u003cp>Tom Loveless, an education researcher who now lives near Sacramento, a former senior fellow at the Brookings Institution and the author of a book on the Common Core standards, gave a harsh assessment of the framework’s philosophy. The authors, he said, created a “false dichotomy” about the need for “conceptual understanding before procedural fluency. Good teachers teach both.”\u003c/p>\n\u003cp>The math framework should be organized around the content of the Common Core standards, not around “rather fuzzy ideas about process,” he said.\u003c/p>\n\u003cp>He said he is sympathetic with the critics that math facts and procedures have been taught poorly. “But there will be a toll paid for pushing them in the background.”\u003c/p>\n\u003cp>“The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem,” he said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The previous framework was very clear that math fluency involves speed and accuracy. The proposed framework rejects speed as being even part of fluency, and that’s a problem.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Tom Loveless, education researcher","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Math facts learned and stored in long-term memory can be retrieved effortlessly when students take on more-complex cognitive tasks, he \u003ca class=\"external\" href=\"https://www.educationnext.org/californias-new-math-framework-doesnt-add-up/\">wrote in a recent article\u003c/a>. Contrary to the requirements of the Common Core standards, the framework calls for pushing back fluency in multiplication and division tables until late elementary grades. The delay will carry forward, and he expects fewer students will be prepared for algebra in ninth grade.\u003c/p>\n\u003cp>That has been the experience of Jane Molnar, who has been teaching math for 43 years as a math specialist working in classrooms and as a tutor. “If you don’t master certain things in first grade, second grade, third grade and instead you’re just exploring and talking about numbers, kids just can’t keep up. And when the same thing continues through middle school, students who wouldn’t know how to divide with ease using the division algorithm would find trying to divide polynomials in algebra way too complicated.”\u003c/p>\n\u003ch2>Training is essential\u003c/h2>\n\u003cp>Advocates of the framework agree that intensive training will be critical and a heavy lift for teachers who lack strong content knowledge.\u003c/p>\n\u003cp>“There’s going to be some discomfort for sure at the front end for those who really have a very regimented routine about how math should be taught,” said Sampson.\u003c/p>\n\u003cp>Brown said his biggest hope is that the framework “will really influence the way that teachers think about teaching and engaging their students.” His biggest fear is that “the state will not really fully fund the rollout and provide teachers with the support they need to really implement it.”\u003c/p>\n\u003cp>Like Brown, the framework’s original authors said the payoff would be huge.\u003c/p>\n\u003cp>“One of the missions of this framework is to get rid of ways of thinking that only some students can do mathematics to high levels and open up this beautiful subject of mathematics for everyone,” said Boaler.\u003c/p>\n\u003cp>Ben Ford, a math professor at Sonoma State University, said, “If my students start arriving at university understanding mathematics as a set of lenses for exploring questions that they’re actually interested in, I would be ecstatic. And that is one of the goals of this framework.”\u003c/p>\n\u003cp>Loveless, however, predicts history will repeat itself.\u003c/p>\n\u003cp>Just as more parents now are demanding an end to whole-language instruction and adoption of reading curricula with basic literacy skills, parents seeing poor results in math will demand change in a few years, as they did in the ’90s, he said.\u003c/p>\n\u003cp>“Math facts are to math as phonics is to reading,” Loveless said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11955366/california-moves-closer-to-passing-new-guidelines-for-teaching-math","authors":["byline_news_11955366"],"categories":["news_18540","news_8"],"tags":["news_25612","news_32904","news_30911","news_20013","news_18362","news_32903"],"featImg":"news_11955400","label":"source_news_11955366"},"news_11930171":{"type":"posts","id":"news_11930171","meta":{"index":"posts_1591205157","site":"news","id":"11930171","score":null,"sort":[1667060520000]},"guestAuthors":[],"slug":"california-student-test-scores-plunged-this-year-2-education-experts-explain-what-that-means","title":"California Student Test Scores Plunged This Year. 2 Education Experts Explain What That Means","publishDate":1667060520,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>California’s Department of Education this week released student standardized test scores, showing \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">a dramatic statewide decline\u003c/a> that all but wipes out the academic gains many schools had made in the years leading up to the pandemic.\u003c/p>\n\u003cp>Last spring, nearly 3 million students in third through eighth grades and 11th grade took the state assessment tests — known as the Standardized Testing and Reporting program, or STAR — which had not been administered since 2019 because of COVID concerns. The notable declines in scores have been largely attributed to learning loss due to pandemic-related disruptions.\u003c/p>\n\u003cp>On this year's test, just over 33% of California students met state math standards, falling 7 percentage points. And fewer than half of students — 47% — met English language standards, a drop of 4 percentage points.[pullquote size=\"medium\" align=\"right\" citation=\"Christopher J. Nellum, executive director, The Education Trust–West\"]'One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable.'[/pullquote]Mirroring nationwide trends, there was also a significant statewide decline in scores on the \u003ca href=\"https://nces.ed.gov/nationsreportcard/\">National Assessment of Educational Progress\u003c/a>, or NAEP, often called the Nation’s Report Card.\u003c/p>\n\u003cp>To make some sense of these largely mediocre results, KQED education reporter Julia McEvoy spoke this week with two education experts: Christopher J. Nellum, executive director of The Education Trust–West, an Oakland-based educational equity nonprofit, and Alberto Carvalho, superintendent of the Los Angeles Unified School District. In LA schools, Carvalho notes, eighth graders actually made some gains in reading scores, a relative success he attributes to quickly getting computers in the hands of homebound students early on in the pandemic and offering increased opportunities for summer school and tutoring.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: What stuck out for you from the results of these two test results, the NAEP and California's test?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM:\u003c/strong> We saw relative to other states, given what NAEP shared, that our results are relatively stable, though there are still gaps for our students of color across the state that exist, and in some places they widened. One of our big first takeaways is, sure, it's good news that our results are stable, but we still are concerned that the gaps existed and maybe are wider than they were before.\u003c/p>\n\u003cp>\u003cstrong>While NAEP test scores showed declines, California students' academic performance fell a bit less than in most other parts of the country. What do you think explains this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>Certainly for NAEP, I think what we're starting to see is at least two things. One is the tremendous investments that were made by the federal government and by the state in K-12 education. Perhaps we're seeing some of those investments at work. It certainly could have been worse. And I think those investments are starting to work, and we should give them time to continue to have that intended impact.\u003c/p>\n\u003cp>The other thing that can help us make sense of this, as we've heard all over the state from educators themselves and from communities, is that districts and schools were working really hard. So I think we're seeing some shielding from the impact of the pandemic for at least those two reasons.\u003c/p>\n\u003cp>\u003cstrong>What explains LAUSD's improved test scores relative to other districts across the country, which backslid?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>So I think that in an otherwise very dark landscape of performance across the country, there are two bright spots. And they're both in the South, just not your traditional south: Southern California and South Florida. LAUSD distinguishes itself in terms of growth at a time when, across the four tested areas — fourth grade reading and math and eighth grade reading [and] math — the only area where LAUSD lost some ground was in fourth grade math. But even there, it lost less ground than other districts and large cities.\u003c/p>\n\u003cp>In the other areas, we gained anywhere between 2 and 9 points, and that 9-point gain was in eighth grade reading.\u003c/p>\n\u003cp>And the reasons are simple: This is a district that invested early on in devices for students reaching a one-to-one universal connectivity for all students, better rates of attendance as well as engagement for students, aggressive professional development, a standards-aligned curriculum with progress-monitoring tools, three summers of very aggressive enrollment of those students who would need the greatest assistance, and high-dosage tutoring. You put all those elements together in addition to literacy packets that were sent home with the students, and this is what you get. Not only was there no regression as far as the NAEP is concerned but, in some cases, very strong improvement.\u003c/p>\n\u003cp>\u003cstrong>We had an achievement gap before the pandemic and we know many kids living in lower-income and working-class neighborhoods suffered more during the pandemic. What do these test scores tell us about how the pandemic affected the opportunity or achievement gap?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>We actually saw two things with the release of the data. No. 1, American large cities did better than the nation as a whole. That's counterintuitive. Secondly, in the case of Los Angeles, we saw a very nice progression of performance specific to Black and Brown kids, particularly African American students and students with disabilities. So there's clear evidence, at a time when the rest of the nation is losing ground in a very aggressive way, that there's an actual reduction of the gap.\u003c/p>\n\u003cp>With that said, performance is still low. We moved the needle aggressively, but performance is still low. We need to redouble our efforts, particularly with differentiated approaches with the most fragile students. And those are students of color, students with disabilities and English language learners.\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>The thing that stands out to us is when you look more deeply at the results, while the declines were single-digit in many cases, we still have only 16% of Black students who are at grade level in math and just 1 in 5 Latino or Latinx students at grade level. So pandemic or not, those results are not good enough and we need to do more.[aside postID=\"news_11929990,news_11930352,news_11929574\" label=\"Related Posts\"]One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable. And when we say that, we mean making sure that we're getting resources to the places that have long been underinvested in and have long experienced these sorts of gaps. The other thing is making sure that we are focused on acceleration and not remediation.\u003c/p>\n\u003cp>The evidence tells us that remediation, or holding young folks back, doesn't work. And so we need to find ways to accelerate, to supplement learning and focus on social-emotional well-being.\u003c/p>\n\u003cp>We know we've also seen in the data that more students have requested mental health support than ever. So we have to remember that these young folks are people, too, and if we want them to learn, we have to care for their social and emotional well-being.\u003c/p>\n\u003cp>And we are a highly multilingual state, and so we need to make sure that support is available, in particular, for English learners, and then make sure that kids can see themselves in the curriculum. That means making sure that we have culturally affirming curricula that reflects our deep and rich diversity.\u003c/p>\n\u003cp>And then finally, I don't think we should let up on our focus on math and continuing to find ways to engage young people in math in ways that reflect not only the traditional ways in which math is taught, but also think about new learnings that have emerged about culturally affirming curriculum in math and teaching, and ways that young people can identify with.\u003c/p>\n\u003cp>So there's a lot we can do, is the big takeaway. [ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"KQED's Julia McEvoy spoke with two California education experts about what the notable drop in standardized test scores means for the state's students.","status":"publish","parent":0,"modified":1667240733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1357},"headData":{"title":"California Student Test Scores Plunged This Year. 2 Education Experts Explain What That Means | KQED","description":"KQED's Julia McEvoy spoke with two California education experts about what the notable drop in standardized test scores means for the state's students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Student Test Scores Plunged This Year. 2 Education Experts Explain What That Means","datePublished":"2022-10-29T16:22:00.000Z","dateModified":"2022-10-31T18:25:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11930171 https://ww2.kqed.org/news/?p=11930171","disqusUrl":"https://ww2.kqed.org/news/2022/10/29/california-student-test-scores-plunged-this-year-2-education-experts-explain-what-that-means/","disqusTitle":"California Student Test Scores Plunged This Year. 2 Education Experts Explain What That Means","excludeFromSiteSearch":"Include","path":"/news/11930171/california-student-test-scores-plunged-this-year-2-education-experts-explain-what-that-means","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s Department of Education this week released student standardized test scores, showing \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2022&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">a dramatic statewide decline\u003c/a> that all but wipes out the academic gains many schools had made in the years leading up to the pandemic.\u003c/p>\n\u003cp>Last spring, nearly 3 million students in third through eighth grades and 11th grade took the state assessment tests — known as the Standardized Testing and Reporting program, or STAR — which had not been administered since 2019 because of COVID concerns. The notable declines in scores have been largely attributed to learning loss due to pandemic-related disruptions.\u003c/p>\n\u003cp>On this year's test, just over 33% of California students met state math standards, falling 7 percentage points. And fewer than half of students — 47% — met English language standards, a drop of 4 percentage points.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Christopher J. Nellum, executive director, The Education Trust–West","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Mirroring nationwide trends, there was also a significant statewide decline in scores on the \u003ca href=\"https://nces.ed.gov/nationsreportcard/\">National Assessment of Educational Progress\u003c/a>, or NAEP, often called the Nation’s Report Card.\u003c/p>\n\u003cp>To make some sense of these largely mediocre results, KQED education reporter Julia McEvoy spoke this week with two education experts: Christopher J. Nellum, executive director of The Education Trust–West, an Oakland-based educational equity nonprofit, and Alberto Carvalho, superintendent of the Los Angeles Unified School District. In LA schools, Carvalho notes, eighth graders actually made some gains in reading scores, a relative success he attributes to quickly getting computers in the hands of homebound students early on in the pandemic and offering increased opportunities for summer school and tutoring.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: What stuck out for you from the results of these two test results, the NAEP and California's test?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM:\u003c/strong> We saw relative to other states, given what NAEP shared, that our results are relatively stable, though there are still gaps for our students of color across the state that exist, and in some places they widened. One of our big first takeaways is, sure, it's good news that our results are stable, but we still are concerned that the gaps existed and maybe are wider than they were before.\u003c/p>\n\u003cp>\u003cstrong>While NAEP test scores showed declines, California students' academic performance fell a bit less than in most other parts of the country. What do you think explains this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>Certainly for NAEP, I think what we're starting to see is at least two things. One is the tremendous investments that were made by the federal government and by the state in K-12 education. Perhaps we're seeing some of those investments at work. It certainly could have been worse. And I think those investments are starting to work, and we should give them time to continue to have that intended impact.\u003c/p>\n\u003cp>The other thing that can help us make sense of this, as we've heard all over the state from educators themselves and from communities, is that districts and schools were working really hard. So I think we're seeing some shielding from the impact of the pandemic for at least those two reasons.\u003c/p>\n\u003cp>\u003cstrong>What explains LAUSD's improved test scores relative to other districts across the country, which backslid?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>So I think that in an otherwise very dark landscape of performance across the country, there are two bright spots. And they're both in the South, just not your traditional south: Southern California and South Florida. LAUSD distinguishes itself in terms of growth at a time when, across the four tested areas — fourth grade reading and math and eighth grade reading [and] math — the only area where LAUSD lost some ground was in fourth grade math. But even there, it lost less ground than other districts and large cities.\u003c/p>\n\u003cp>In the other areas, we gained anywhere between 2 and 9 points, and that 9-point gain was in eighth grade reading.\u003c/p>\n\u003cp>And the reasons are simple: This is a district that invested early on in devices for students reaching a one-to-one universal connectivity for all students, better rates of attendance as well as engagement for students, aggressive professional development, a standards-aligned curriculum with progress-monitoring tools, three summers of very aggressive enrollment of those students who would need the greatest assistance, and high-dosage tutoring. You put all those elements together in addition to literacy packets that were sent home with the students, and this is what you get. Not only was there no regression as far as the NAEP is concerned but, in some cases, very strong improvement.\u003c/p>\n\u003cp>\u003cstrong>We had an achievement gap before the pandemic and we know many kids living in lower-income and working-class neighborhoods suffered more during the pandemic. What do these test scores tell us about how the pandemic affected the opportunity or achievement gap?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ALBERTO CARVALHO: \u003c/strong>We actually saw two things with the release of the data. No. 1, American large cities did better than the nation as a whole. That's counterintuitive. Secondly, in the case of Los Angeles, we saw a very nice progression of performance specific to Black and Brown kids, particularly African American students and students with disabilities. So there's clear evidence, at a time when the rest of the nation is losing ground in a very aggressive way, that there's an actual reduction of the gap.\u003c/p>\n\u003cp>With that said, performance is still low. We moved the needle aggressively, but performance is still low. We need to redouble our efforts, particularly with differentiated approaches with the most fragile students. And those are students of color, students with disabilities and English language learners.\u003c/p>\n\u003cp>\u003cstrong>CHRISTOPHER J. NELLUM: \u003c/strong>The thing that stands out to us is when you look more deeply at the results, while the declines were single-digit in many cases, we still have only 16% of Black students who are at grade level in math and just 1 in 5 Latino or Latinx students at grade level. So pandemic or not, those results are not good enough and we need to do more.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11929990,news_11930352,news_11929574","label":"Related Posts "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>One thing the state can continue to do is to make sure that we continue to invest in K-12 education and to do so in ways that are equitable. And when we say that, we mean making sure that we're getting resources to the places that have long been underinvested in and have long experienced these sorts of gaps. The other thing is making sure that we are focused on acceleration and not remediation.\u003c/p>\n\u003cp>The evidence tells us that remediation, or holding young folks back, doesn't work. And so we need to find ways to accelerate, to supplement learning and focus on social-emotional well-being.\u003c/p>\n\u003cp>We know we've also seen in the data that more students have requested mental health support than ever. So we have to remember that these young folks are people, too, and if we want them to learn, we have to care for their social and emotional well-being.\u003c/p>\n\u003cp>And we are a highly multilingual state, and so we need to make sure that support is available, in particular, for English learners, and then make sure that kids can see themselves in the curriculum. That means making sure that we have culturally affirming curricula that reflects our deep and rich diversity.\u003c/p>\n\u003cp>And then finally, I don't think we should let up on our focus on math and continuing to find ways to engage young people in math in ways that reflect not only the traditional ways in which math is taught, but also think about new learnings that have emerged about culturally affirming curriculum in math and teaching, and ways that young people can identify with.\u003c/p>\n\u003cp>So there's a lot we can do, is the big takeaway. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11930171/california-student-test-scores-plunged-this-year-2-education-experts-explain-what-that-means","authors":["11784","231"],"categories":["news_8"],"tags":["news_31902","news_18969","news_18362","news_31901","news_3366","news_1290","news_4844","news_31863"],"featImg":"news_11930240","label":"news"},"news_11929574":{"type":"posts","id":"news_11929574","meta":{"index":"posts_1591205157","site":"news","id":"11929574","score":null,"sort":[1666293339000]},"guestAuthors":[],"slug":"preliminary-glimpse-at-test-scores-shows-steep-declines-in-reading-math","title":"Preliminary Glimpse at Test Scores Shows Steep Declines in Reading, Math","publishDate":1666293339,"format":"standard","headTitle":"Preliminary Glimpse at Test Scores Shows Steep Declines in Reading, Math | KQED","labelTerm":{},"content":"\u003cp>Recently released test scores from some of California’s largest school districts — representing more than 1 million students — offer a preview of what’s likely to be steep drops in reading and math scores statewide in the wake of COVID.\u003c/p>\n\u003cp>The scores, which districts released individually at the request of EdSource, show sharp declines in all grade levels from 2019, before COVID forced the closure of most campuses to in-person learning, and 2022.\u003c/p>\n\u003cp>The California Department of Education has delayed releasing the full statewide results from the 2022 Smarter Balanced assessments, which are given annually to third through eighth graders and 11th graders to measure progress in English language arts and math. Under pressure from EdSource and other media outlets, the department recently agreed to release the scores by the end of October.\u003c/p>\n\u003cp>Meanwhile, EdSource has collected individual results from 10 large districts, including Los Angeles Unified, San Diego Unified, Fresno Unified, Lodi Unified, Long Beach Unified, Sacramento City Unified, Sweetwater Union High School District, San Ramon Valley Unified, Bakersfield City School District and Mt. Diablo Unified.\u003c/p>\n\u003cp>The results show consistent declines in all categories from 2019, but some variations among districts and subgroups:\u003c/p>\n\u003cul>\n\u003cli>Only 13% of students in Bakersfield met the state standard for math.\u003c/li>\n\u003cli>Reading scores in Los Angeles Unified dipped only slightly from 2019 to 2022. Still, only 41% of students in 2022 were proficient in reading.\u003c/li>\n\u003cli>Math scores in Fresno dropped by a third. In 2022, only 21% of students met the math standard.\u003c/li>\n\u003cli>Reading scores in Long Beach dropped 11 points, but declines were less steep in math. Math scores fell only 4 points.\u003c/li>\n\u003cli>In Mt. Diablo Unified, one of the few districts to break down the results by subgroup, Black, Latino, English learner, foster and unhoused students had far lower scores compared with 2019 than their white and Asian peers. For example, among English learners, 96% did not meet the math or reading standards.\u003c/li>\n\u003c/ul>\n\u003cp>By and large, scores show little change from 2021, the first year results were released after the state suspended the 2020 tests due to COVID. The 2021 test was optional for schools to administer, so results were limited and likely not an accurate reflection of students’ progress overall. Just under 25% of students took the test in 2021.\u003c/p>\n\u003cp>Lodi Unified saw scores in both math and reading improve from 2021, but they still lag significantly from 2019. That’s not a surprise, considering the difficulties teachers and students faced as they returned from distance learning, said Robert Sahli, assistant superintendent.[pullquote size=\"medium\" align=\"right\" citation=\"Lucrecia Santibañez, associate professor of education, UCLA\"]‘COVID was tough for everyone … But these scores signal that we need to make a personalized, intensive effort to help kids catch up and recoup what they’ve lost.’[/pullquote]“Last year, even though we were back in person, it was very challenging,” he said. “Teachers and support staff were working very hard to address learning loss while also responding to the social-emotional impacts on learning and socializing at school.”\u003c/p>\n\u003cp>Like other districts, Lodi has hired more tutors and teachers to help students catch up, beefed up summer school and after-school academic offerings, adopted new curricula and taken other steps to bring students to proficiency.\u003c/p>\n\u003cp>Heather Hough, director of Policy Analysis for California Education (PACE), said the preliminary results are actually better than she expected. Because 2022 is the first year all schools were required to give the test, she anticipated a significant drop from 2021.\u003c/p>\n\u003cp>“We thought 2022 would be a recovery year, but there was so much chaos — teacher shortages, students missing school — that it turned out to be another pandemic year,” she said. “If the scores are the same (as 2021), that’s actually encouraging.”\u003c/p>\n\u003cp>When the state releases the full data, Hough and her colleagues will pay close attention to differences among subgroups and statistical anomalies. If one district, for example, shows good results for students in special education, it would be worth researching what special steps that district has taken.\u003c/p>\n\u003cp>She also noted that some students thrived during remote learning, so she expects some good news, as well. In any case, schools and districts, as well as statewide policymakers, should use the scores to shape their allocation of resources in the coming years.\u003c/p>\n\u003cp>“When we get this data, we’ll finally be able to see how California is doing, what challenges we’re facing, and how we can best help students as we move forward,” she said.\u003c/p>\n\u003cp>In anticipation of the statewide release of test scores, the state last week launched a push for schools to help students regain skills they lost during COVID. The state is emphasizing accelerated learning, rather than remedial lessons, to speed up the process.\u003c/p>\n\u003cp>Steps like that could be the most useful result of the Smarter Balanced scores, said Lucrecia Santibañez, associate professor of education at UCLA. Closely analyzing the data and using it to forge a path forward — specifically for certain groups of students — is more useful than assigning blame, she said.\u003c/p>\n\u003cp>“COVID was tough for everyone, and it’s not worth putting blame on anyone. Everyone was trying the best they could. But these scores signal that we need to make a personalized, intensive effort to help kids catch up and recoup what they’ve lost,” she said.\u003c/p>\n\u003cp>Although the scores are disappointing, they can be an important tool to help schools pinpoint resources in the future, she said. The scores can provide a window into what exact content students have missed, where they’re lagging and which students need the most help, she said.\u003c/p>\n\u003cp>At Mt. Diablo Unified, Raymond Tjen-A-Looi, director of assessment, research and evaluation, told the school board that comparisons with 2021 aren’t helpful because education was still so disrupted due to COVID.\u003c/p>\n\u003cp>“We’re concentrating on using 2022 as a baseline, with the expectation that everything will stay the same going forward — testing will be in person, instruction will be in person,” he said. “So moving forward, hopefully, we’ll be able to do more comparisons and see how well we are making up for what we’ve lost.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/preliminary-glimpse-at-test-scores-shows-steep-declines-in-reading-math/679898?amp=1\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The California Department of Education will release the 2022 Smarter Balanced assessments in full by the end of October, but preliminary results from 10 big school districts so far show that students face major challenges statewide.","status":"publish","parent":0,"modified":1701732840,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1078},"headData":{"title":"Preliminary Glimpse at Test Scores Shows Steep Declines in Reading, Math | KQED","description":"The California Department of Education will release the 2022 Smarter Balanced assessments in full by the end of October, but preliminary results from 10 big school districts so far show that students face major challenges statewide.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Preliminary Glimpse at Test Scores Shows Steep Declines in Reading, Math","datePublished":"2022-10-20T19:15:39.000Z","dateModified":"2023-12-04T23:34:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://www.kqed.org/news/tag/edsource","nprByline":"\u003ca href=\"https://edsource.org/author/cjones\">Carolyn Jones\u003c/a>, \u003ca href=\"https://edsource.org/author/dwillis\">Daniel J. Willis\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11929574/preliminary-glimpse-at-test-scores-shows-steep-declines-in-reading-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recently released test scores from some of California’s largest school districts — representing more than 1 million students — offer a preview of what’s likely to be steep drops in reading and math scores statewide in the wake of COVID.\u003c/p>\n\u003cp>The scores, which districts released individually at the request of EdSource, show sharp declines in all grade levels from 2019, before COVID forced the closure of most campuses to in-person learning, and 2022.\u003c/p>\n\u003cp>The California Department of Education has delayed releasing the full statewide results from the 2022 Smarter Balanced assessments, which are given annually to third through eighth graders and 11th graders to measure progress in English language arts and math. Under pressure from EdSource and other media outlets, the department recently agreed to release the scores by the end of October.\u003c/p>\n\u003cp>Meanwhile, EdSource has collected individual results from 10 large districts, including Los Angeles Unified, San Diego Unified, Fresno Unified, Lodi Unified, Long Beach Unified, Sacramento City Unified, Sweetwater Union High School District, San Ramon Valley Unified, Bakersfield City School District and Mt. Diablo Unified.\u003c/p>\n\u003cp>The results show consistent declines in all categories from 2019, but some variations among districts and subgroups:\u003c/p>\n\u003cul>\n\u003cli>Only 13% of students in Bakersfield met the state standard for math.\u003c/li>\n\u003cli>Reading scores in Los Angeles Unified dipped only slightly from 2019 to 2022. Still, only 41% of students in 2022 were proficient in reading.\u003c/li>\n\u003cli>Math scores in Fresno dropped by a third. In 2022, only 21% of students met the math standard.\u003c/li>\n\u003cli>Reading scores in Long Beach dropped 11 points, but declines were less steep in math. Math scores fell only 4 points.\u003c/li>\n\u003cli>In Mt. Diablo Unified, one of the few districts to break down the results by subgroup, Black, Latino, English learner, foster and unhoused students had far lower scores compared with 2019 than their white and Asian peers. For example, among English learners, 96% did not meet the math or reading standards.\u003c/li>\n\u003c/ul>\n\u003cp>By and large, scores show little change from 2021, the first year results were released after the state suspended the 2020 tests due to COVID. The 2021 test was optional for schools to administer, so results were limited and likely not an accurate reflection of students’ progress overall. Just under 25% of students took the test in 2021.\u003c/p>\n\u003cp>Lodi Unified saw scores in both math and reading improve from 2021, but they still lag significantly from 2019. That’s not a surprise, considering the difficulties teachers and students faced as they returned from distance learning, said Robert Sahli, assistant superintendent.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘COVID was tough for everyone … But these scores signal that we need to make a personalized, intensive effort to help kids catch up and recoup what they’ve lost.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Lucrecia Santibañez, associate professor of education, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Last year, even though we were back in person, it was very challenging,” he said. “Teachers and support staff were working very hard to address learning loss while also responding to the social-emotional impacts on learning and socializing at school.”\u003c/p>\n\u003cp>Like other districts, Lodi has hired more tutors and teachers to help students catch up, beefed up summer school and after-school academic offerings, adopted new curricula and taken other steps to bring students to proficiency.\u003c/p>\n\u003cp>Heather Hough, director of Policy Analysis for California Education (PACE), said the preliminary results are actually better than she expected. Because 2022 is the first year all schools were required to give the test, she anticipated a significant drop from 2021.\u003c/p>\n\u003cp>“We thought 2022 would be a recovery year, but there was so much chaos — teacher shortages, students missing school — that it turned out to be another pandemic year,” she said. “If the scores are the same (as 2021), that’s actually encouraging.”\u003c/p>\n\u003cp>When the state releases the full data, Hough and her colleagues will pay close attention to differences among subgroups and statistical anomalies. If one district, for example, shows good results for students in special education, it would be worth researching what special steps that district has taken.\u003c/p>\n\u003cp>She also noted that some students thrived during remote learning, so she expects some good news, as well. In any case, schools and districts, as well as statewide policymakers, should use the scores to shape their allocation of resources in the coming years.\u003c/p>\n\u003cp>“When we get this data, we’ll finally be able to see how California is doing, what challenges we’re facing, and how we can best help students as we move forward,” she said.\u003c/p>\n\u003cp>In anticipation of the statewide release of test scores, the state last week launched a push for schools to help students regain skills they lost during COVID. The state is emphasizing accelerated learning, rather than remedial lessons, to speed up the process.\u003c/p>\n\u003cp>Steps like that could be the most useful result of the Smarter Balanced scores, said Lucrecia Santibañez, associate professor of education at UCLA. Closely analyzing the data and using it to forge a path forward — specifically for certain groups of students — is more useful than assigning blame, she said.\u003c/p>\n\u003cp>“COVID was tough for everyone, and it’s not worth putting blame on anyone. Everyone was trying the best they could. But these scores signal that we need to make a personalized, intensive effort to help kids catch up and recoup what they’ve lost,” she said.\u003c/p>\n\u003cp>Although the scores are disappointing, they can be an important tool to help schools pinpoint resources in the future, she said. The scores can provide a window into what exact content students have missed, where they’re lagging and which students need the most help, she said.\u003c/p>\n\u003cp>At Mt. Diablo Unified, Raymond Tjen-A-Looi, director of assessment, research and evaluation, told the school board that comparisons with 2021 aren’t helpful because education was still so disrupted due to COVID.\u003c/p>\n\u003cp>“We’re concentrating on using 2022 as a baseline, with the expectation that everything will stay the same going forward — testing will be in person, instruction will be in person,” he said. “So moving forward, hopefully, we’ll be able to do more comparisons and see how well we are making up for what we’ve lost.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/preliminary-glimpse-at-test-scores-shows-steep-declines-in-reading-math/679898?amp=1\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11929574/preliminary-glimpse-at-test-scores-shows-steep-declines-in-reading-math","authors":["byline_news_11929574"],"categories":["news_223","news_8"],"tags":["news_27989","news_20013","news_18362","news_18500","news_22602","news_31863"],"featImg":"news_11929581","label":"source_news_11929574"},"news_11897105":{"type":"posts","id":"news_11897105","meta":{"index":"posts_1591205157","site":"news","id":"11897105","score":null,"sort":[1637613230000]},"guestAuthors":[],"slug":"why-revamping-the-way-california-teaches-math-is-so-contentious","title":"Why Revamping the Way California Teaches Math Is So Contentious","publishDate":1637613230,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>'Gifted' math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. [aside tag=\"education, math\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.\"\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jo Boaler, Professor, Stanford University\"]'When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.[/pullquote]\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with \"social justice lessons\" and \"left-wing ideology.\"\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching... But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. \"I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n","blocks":[],"excerpt":"In the push to help more students thrive in science, tech, engineering and math, California is working to change the way its schools teach math. But the suggested new framework has sparked widespread criticism.","status":"publish","parent":0,"modified":1637615189,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":70,"wordCount":2600},"headData":{"title":"Why Revamping the Way California Teaches Math Is So Contentious | KQED","description":"In the push to help more students thrive in science, tech, engineering and math, California is working to change the way its schools teach math. But the suggested new framework has sparked widespread criticism.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Why Revamping the Way California Teaches Math Is So Contentious","datePublished":"2021-11-22T20:33:50.000Z","dateModified":"2021-11-22T21:06:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11897105 https://ww2.kqed.org/news/?p=11897105","disqusUrl":"https://ww2.kqed.org/news/2021/11/22/why-revamping-the-way-california-teaches-math-is-so-contentious/","disqusTitle":"Why Revamping the Way California Teaches Math Is So Contentious","source":"Calmatters","sourceUrl":"https://calmatters.org/","nprByline":"Joe Hong","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11897105/why-revamping-the-way-california-teaches-math-is-so-contentious","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>'Gifted' math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"education, math","label":"More Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.\"\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Jo Boaler, Professor, Stanford University","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with \"social justice lessons\" and \"left-wing ideology.\"\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching... But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. \"I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11897105/why-revamping-the-way-california-teaches-math-is-so-contentious","authors":["byline_news_11897105"],"categories":["news_18540","news_8","news_13"],"tags":["news_20013","news_18362"],"featImg":"news_11897113","label":"source_news_11897105"},"news_10652458":{"type":"posts","id":"news_10652458","meta":{"index":"posts_1591205157","site":"news","id":"10652458","score":null,"sort":[1440334837000]},"guestAuthors":[],"slug":"algebra-camp-aims-to-boost-college-entry-for-african-american-teens","title":"Algebra Camp Aims to Boost College Entry for African-American Teens","publishDate":1440334837,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{},"content":"\u003cp>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles' Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220324496\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>The institute's aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students' families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Increasing math competency is a critical part of the countrywide efforts to raise achievement for low-performing students, since doing poorly in high school math doesn’t just shut the doors to an engineering career. For many students, it shuts the doors to college itself.\u003c/p>\n\u003cp>\"This was a way to get students academically prepared so that they could complete the math sequence in four years in high school. That way, they’re guaranteed access to college,” said Jacqueline Mimms, a founder of the algebra program and the head of enrollment at California State University, Bakersfield.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"It's one of 18 math academies funded by CSU in an uncommon partnership with African-American churches.","status":"publish","parent":0,"modified":1440201887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":257},"headData":{"title":"Algebra Camp Aims to Boost College Entry for African-American Teens | KQED","description":"It's one of 18 math academies funded by CSU in an uncommon partnership with African-American churches.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Algebra Camp Aims to Boost College Entry for African-American Teens","datePublished":"2015-08-23T13:00:37.000Z","dateModified":"2015-08-22T00:04:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10652458 http://ww2.kqed.org/news/?p=10652458","disqusUrl":"https://ww2.kqed.org/news/2015/08/23/algebra-camp-aims-to-boost-college-entry-for-african-american-teens/","disqusTitle":"Algebra Camp Aims to Boost College Entry for African-American Teens","source":"KPCC","sourceUrl":"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/","nprByline":"\u003ca href=\"http://www.scpr.org/about/people/staff/adolfo-guzman-lopez\">Adolfo Guzman-Lopez\u003c/a>","path":"/news/10652458/algebra-camp-aims-to-boost-college-entry-for-african-american-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dozens of African-American teenagers just finished a six-week algebra program at the West Angeles Church of God in Christ Youth Center in Los Angeles' Crenshaw neighborhood.\u003c/p>\n\u003cp>The program is part of the Summer Algebra Institute, one of 18 math academies statewide funded by California State University in an uncommon partnership with 18 African-American churches this summer. In sites located from Sacramento to Whittier, each enrolled around 550 students.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/220324496&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/220324496'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The institute's aim is to close a wide academic achievement gap between African-American students and those in other ethnic groups in California.\u003c/p>\n\u003cp>Educators reached out to the students' families through the churches. With their connections in the community, church leaders helped the program find qualified students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Increasing math competency is a critical part of the countrywide efforts to raise achievement for low-performing students, since doing poorly in high school math doesn’t just shut the doors to an engineering career. For many students, it shuts the doors to college itself.\u003c/p>\n\u003cp>\"This was a way to get students academically prepared so that they could complete the math sequence in four years in high school. That way, they’re guaranteed access to college,” said Jacqueline Mimms, a founder of the algebra program and the head of enrollment at California State University, Bakersfield.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://www.scpr.org/news/2015/08/14/53788/working-with-churches-summer-algebra-program-for-b/\">Read the full story via KPCC\u003c/a>\u003c/em>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10652458/algebra-camp-aims-to-boost-college-entry-for-african-american-teens","authors":["byline_news_10652458"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_221","news_18085","news_18362","news_17286","news_17041"],"affiliates":["news_7055"],"featImg":"news_10652512","label":"source_news_10652458"},"news_10610214":{"type":"posts","id":"news_10610214","meta":{"index":"posts_1591205157","site":"news","id":"10610214","score":null,"sort":[1437605364000]},"guestAuthors":[],"slug":"san-francisco-middle-schools-no-longer-teaching-algebra-1","title":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","publishDate":1437605364,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/215134361\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’s a straight \"A\" student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She'll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn't always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren't very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students -- or separating them based on talent and ability -- is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students' ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That's a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don't have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents of high-achieving students say delaying the course until high school will slow children's progress. ","status":"publish","parent":0,"modified":1437605364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1010},"headData":{"title":"San Francisco Middle Schools No Longer Teaching 'Algebra 1' | KQED","description":"Parents of high-achieving students say delaying the course until high school will slow children's progress. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","datePublished":"2015-07-22T22:49:24.000Z","dateModified":"2015-07-22T22:49:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10610214 http://ww2.kqed.org/news/?p=10610214","disqusUrl":"https://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1/","disqusTitle":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","path":"/news/10610214/san-francisco-middle-schools-no-longer-teaching-algebra-1","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/215134361&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/215134361'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s a straight \"A\" student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She'll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn't always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren't very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students -- or separating them based on talent and ability -- is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students' ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That's a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don't have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10610214/san-francisco-middle-schools-no-longer-teaching-algebra-1","authors":["211"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_18362","news_17286"],"featImg":"news_10610292","label":"news_72"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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