Tuesday, December 23, 2008
Girls and math
I have heard for years that girls are not supposed to be good at Math. Hmph .... can't tell it by me! I am a girl and I am good at Math. And I was a teacher for 22 years and saw just as many girls excel in Mathematics as boys. I also saw just as many females fail in Mathematics as males. I believe the sexual divide no longer exists in the area of success (or failure) in Mathematics.
Still .... there does exist a barrier to being smart .... it is just not considered to be "cool". Stupid is "cool". Acting like an idiot in class is "cool". And "cool" is what you want to be in Middle School. Even if you are smart or really good at something, you don't want to let too many people know about it. People might call you a "geek" or a "nerd" and that is not "cool".
Enter Winnie Cooper of the old TV show The Wonder Years. Winnie Cooper was played by an actress named Danica McKellar. Danica, in real life, went on to college and received a degree in Mathematics from UCLA. Danica is decidedly "COOL". And she has decided to make mathematics cool for others .... particularly for middle school girls.
Danica has written two books .... Math Doesn't Suck and her most recent book Kiss My Math .... two middle-schooler attractive titles for sure! I have not read these books yet, but I did just place an order for them, and I will let you know what I think when I do get them read. You can read reviews of the books on those Amazon.com links I supplied.
Thanks, Danica, for caring about this misunderstood and difficult age-group. Anything that you can do to make math and learning cool for middle-schoolers is okay by me!
Here is a link to a video of Danica being interviewed on the TODAY show ... Danica and Roker. Al Roker kind of missed the point .... but welcome to the way the world works.
If you have read the books, let me know what you think. I'll keep you posted on what I think.
Friday, December 19, 2008
Math and IQ revisited
I recently received two comments on my article High School Math and IQ and the only way to have to reply back is via another post. Plus ... I would like to comment on the comments.
Both of the comments are from the same person and they are as follows:
Zdravko Botev: This article is ridiculous. It is likearguing that people do not need to learn to read becasue some jobs do not require any reading, only physical exertion. The purpose of teaching science and getting a solid education in all areas of human knowledge is that an individual can be a responsible voter and participate in public life. How can we expect to deal with climate change, energy and all spread of diseases if people do not know their physics , chemistry (all of which require deep knowedge of mathematics).Shame on anyone who want to let ignorance and stupidity let loose. I am shocked that a maths teacher has written this article. I am a university lecturer in mathematics. December 18, 12:14 AM
And ...
Zdravko Botev: The reason that these students cannot balance their debts and credit cards is becasue they lack the analytical skills and ligical thinking that are ONLY developed by studying mathematics! People have to study mathematics not because they need the mathematical facts but becasue it makes them smarter and physically changes the organization of their brains. It is an essential skill and the school system can never have enough of it. Our very survival as species depends on it December 18, 12:17 AM
My response ....
Dear Mr. Botev,
I can tell by your use of the the word "maths" plural that you were not educated in Mathematics here in America. That leads me to believe that you have no idea about the basis of my argument. Since you are now a university lecturer in mathematics, can I assume you have seen the level of students which American High Schools are producing and their serious weaknesses in the area of Mathematics?
I am NOT advocating not teaching Mathematics. In fact, quite the opposite. I believe every student should have a good solid grasp of Algebra I and Geometry. But it is there that I draw the line. By forcing every student in American High Schools to take and pass Algebra II and Pre-Calculus, all that is happening is the rigor of these classes is being destroyed. In order to have a solid passing rate, teachers are watering down the material. Take a look at the recently released Algebra II textbooks and you will see what I mean. Even the textbooks are teaching to the lowest student and thus pulling everything DOWN, not UP. If teachers want more rigor in their classes they are having to pull work from older discontinued textbooks. Many teachers aren't even using the new textbooks which their schools have paid thousands of dollars for because they don't contain the quality level of mathematics which was taught in the 70's an 80's. They do have lots of pretty pictures, though.
Yes there are Honors and AP classes and I certainly hope that these courses are rigorous. Sadly, so many American students don't want to work that hard, so they take the regular level Math courses, which have been watered down. Students who truly do have the ability to learn mathematics are being allowed to take the easier classes because their parents simply do not push them enough. Meanwhile, all students regardless of IQ and ability are being made to take higher level math and physics and these classes are not the quality classes they were BECAUSE of that fact.
It is my belief that American high schools are failing their students because they do not teach them the mathematics of the financial world. In fact, we don't even teach the basics of finances anymore. Read more about this. I am all for one of the required 4 years of mathematics being Math of Money. And it does need to be more rigorous mathematically than simply teaching how to fill out a check correctly.
I truly understand your concern, Mr. Botev. I also ask you to look back at your own Mathematics education. Was every child your age from your neighborhood in Math class with you? Were people around you in school constantly whining about high failure rates? Did students in your classes consider schooling to be a huge burden and just something to be done because someone was making them be there? Or was schooling a privilege to you and your fellow classmates?
Imagine your Pre-calculus class being filled with ADHD kids who have decided to stop taking their medication, gangsters who believe acting ignorant is cool, 18 year olds who's mommas still do everything for them, cheerleaders and football players who "have to pass" to stay eligible or they will "just die". Welcome to the American Classroom.
Both of the comments are from the same person and they are as follows:
Zdravko Botev: This article is ridiculous. It is likearguing that people do not need to learn to read becasue some jobs do not require any reading, only physical exertion. The purpose of teaching science and getting a solid education in all areas of human knowledge is that an individual can be a responsible voter and participate in public life. How can we expect to deal with climate change, energy and all spread of diseases if people do not know their physics , chemistry (all of which require deep knowedge of mathematics).Shame on anyone who want to let ignorance and stupidity let loose. I am shocked that a maths teacher has written this article. I am a university lecturer in mathematics. December 18, 12:14 AM
And ...
Zdravko Botev: The reason that these students cannot balance their debts and credit cards is becasue they lack the analytical skills and ligical thinking that are ONLY developed by studying mathematics! People have to study mathematics not because they need the mathematical facts but becasue it makes them smarter and physically changes the organization of their brains. It is an essential skill and the school system can never have enough of it. Our very survival as species depends on it December 18, 12:17 AM
My response ....
Dear Mr. Botev,
I can tell by your use of the the word "maths" plural that you were not educated in Mathematics here in America. That leads me to believe that you have no idea about the basis of my argument. Since you are now a university lecturer in mathematics, can I assume you have seen the level of students which American High Schools are producing and their serious weaknesses in the area of Mathematics?
I am NOT advocating not teaching Mathematics. In fact, quite the opposite. I believe every student should have a good solid grasp of Algebra I and Geometry. But it is there that I draw the line. By forcing every student in American High Schools to take and pass Algebra II and Pre-Calculus, all that is happening is the rigor of these classes is being destroyed. In order to have a solid passing rate, teachers are watering down the material. Take a look at the recently released Algebra II textbooks and you will see what I mean. Even the textbooks are teaching to the lowest student and thus pulling everything DOWN, not UP. If teachers want more rigor in their classes they are having to pull work from older discontinued textbooks. Many teachers aren't even using the new textbooks which their schools have paid thousands of dollars for because they don't contain the quality level of mathematics which was taught in the 70's an 80's. They do have lots of pretty pictures, though.
Yes there are Honors and AP classes and I certainly hope that these courses are rigorous. Sadly, so many American students don't want to work that hard, so they take the regular level Math courses, which have been watered down. Students who truly do have the ability to learn mathematics are being allowed to take the easier classes because their parents simply do not push them enough. Meanwhile, all students regardless of IQ and ability are being made to take higher level math and physics and these classes are not the quality classes they were BECAUSE of that fact.
It is my belief that American high schools are failing their students because they do not teach them the mathematics of the financial world. In fact, we don't even teach the basics of finances anymore. Read more about this. I am all for one of the required 4 years of mathematics being Math of Money. And it does need to be more rigorous mathematically than simply teaching how to fill out a check correctly.
I truly understand your concern, Mr. Botev. I also ask you to look back at your own Mathematics education. Was every child your age from your neighborhood in Math class with you? Were people around you in school constantly whining about high failure rates? Did students in your classes consider schooling to be a huge burden and just something to be done because someone was making them be there? Or was schooling a privilege to you and your fellow classmates?
Imagine your Pre-calculus class being filled with ADHD kids who have decided to stop taking their medication, gangsters who believe acting ignorant is cool, 18 year olds who's mommas still do everything for them, cheerleaders and football players who "have to pass" to stay eligible or they will "just die". Welcome to the American Classroom.
Thursday, December 11, 2008
Tuesday, December 09, 2008
Sunday, December 07, 2008
Saturday, December 06, 2008
Friday, December 05, 2008
Friday, November 28, 2008
Calculators or not ... placement tests
This article is the 4th in a series titled "Calculators or not". You might want to take a look at the previous three short articles "Calculators or not" , "Calculators or not .... high school math" , "Calculators or not ... college entrance exams". Please feel free to comment at anytime!
This is not my final article on this topic ... but it is probably one of the most important ... College PLACEMENT tests. Not ENTRANCE tests .... PLACEMENT. A Placement test is given to a student entering the college they have enrolled with in order to place them in the correct level of Math and/or English classes. The Math classes available at the College level are:
The ACCUPLACER is one of the most common tests given for this purpose, but various colleges and universities use various tests. However, nearly every college placement test has this one thing in common .... NO CALCULATORS ALLOWED on the Math Portion of the test.
This might not seem like such a big deal to you, but believe me, it is. Keep in mind that not only have students been allowed to use calculators for their entire high school Math education, they have been encouraged to use them. Teachers even encourage them to buy one of their own and they cost $100+. "You will need it for college" we tell them. They know how to use it and they take it with them to their college placement test, where it is taken away from them. Panic sets in. Regardless of whether they actually NEED the calculator, having it near them is a comfort. Suddenly they feel defenseless against the oncoming onslaught of mathematics ...
Okay ... maybe I am over-dramatizing things, but I'll bet I am not far off the mark. Suddenly a student who finished high school Algebra II with a high B is placed in Beginning Algebra at the College Level. Or a student who finished Pre-Calculus with an A is being placed in Intermediate Algebra. And colleges and universities are ranting about how today's high schools are not doing enough to prepare students for college. They then reference the number of students taking "remedial" math.
Top that off with the fact that many of these remedial college math courses are not allowing calculator use at all and I am wondering what is going on? These remedial math courses have become huge money makers for the colleges and universities. The professors assigned to teach them feel the courses are "beneath" them and often teach over the students' heads. Many of the courses are going to online programs which are extremely cumbersome to use. Students are failing these remedial courses left and right, thus having to take them again and pay more tuition, which brings in more money for the college or university. And students still haven't even gotten to the one Math course they actually do get college credit for, College Algebra. And College Algebra is a minimum Math requirement for almost any degree offered these days.
Texas Instruments!! Where are you??? You have done a fantastic job of getting your calculators into the hands of high school teachers and students. You have integrated your calculators so deeply into the Texas TAKS test and the Texas Math textbooks and in teacher training that teachers feel compelled to use them in order to keep their students up to date with emerging Math technology. Then the student moves on to college and it is like going back to the 1970's. No calculators allowed. It's like the great leaps and bounds which calculator technology has made don't even exist! Even the online Math courses have professor monitored tests where no calculators are allowed.
Hello Colleges ... it is 2008 ... that would be the 21st Century .... No Calculators is a bit backward, don't you think?
So I ask again .... Texas Instruments! Where are you??
This is not my final article on this topic ... but it is probably one of the most important ... College PLACEMENT tests. Not ENTRANCE tests .... PLACEMENT. A Placement test is given to a student entering the college they have enrolled with in order to place them in the correct level of Math and/or English classes. The Math classes available at the College level are:
- Beginning Algebra (approximately equal to high school Algebra I) No College Credit ... but must pay tuition ... considered remedial.
- Intermediate Algebra (approximately equal to high school Algebra II) No College Credit ... but must pay tuition ... considered remedial.
- College Algebra (approximately equal to high school Pre-Calculus) Does earn college credit and is required by almost every Major for graduation.
- There are many more Math classes above College Algebra, but it is the minimum required for most degrees.
The ACCUPLACER is one of the most common tests given for this purpose, but various colleges and universities use various tests. However, nearly every college placement test has this one thing in common .... NO CALCULATORS ALLOWED on the Math Portion of the test.
This might not seem like such a big deal to you, but believe me, it is. Keep in mind that not only have students been allowed to use calculators for their entire high school Math education, they have been encouraged to use them. Teachers even encourage them to buy one of their own and they cost $100+. "You will need it for college" we tell them. They know how to use it and they take it with them to their college placement test, where it is taken away from them. Panic sets in. Regardless of whether they actually NEED the calculator, having it near them is a comfort. Suddenly they feel defenseless against the oncoming onslaught of mathematics ...
Okay ... maybe I am over-dramatizing things, but I'll bet I am not far off the mark. Suddenly a student who finished high school Algebra II with a high B is placed in Beginning Algebra at the College Level. Or a student who finished Pre-Calculus with an A is being placed in Intermediate Algebra. And colleges and universities are ranting about how today's high schools are not doing enough to prepare students for college. They then reference the number of students taking "remedial" math.
Top that off with the fact that many of these remedial college math courses are not allowing calculator use at all and I am wondering what is going on? These remedial math courses have become huge money makers for the colleges and universities. The professors assigned to teach them feel the courses are "beneath" them and often teach over the students' heads. Many of the courses are going to online programs which are extremely cumbersome to use. Students are failing these remedial courses left and right, thus having to take them again and pay more tuition, which brings in more money for the college or university. And students still haven't even gotten to the one Math course they actually do get college credit for, College Algebra. And College Algebra is a minimum Math requirement for almost any degree offered these days.
Texas Instruments!! Where are you??? You have done a fantastic job of getting your calculators into the hands of high school teachers and students. You have integrated your calculators so deeply into the Texas TAKS test and the Texas Math textbooks and in teacher training that teachers feel compelled to use them in order to keep their students up to date with emerging Math technology. Then the student moves on to college and it is like going back to the 1970's. No calculators allowed. It's like the great leaps and bounds which calculator technology has made don't even exist! Even the online Math courses have professor monitored tests where no calculators are allowed.
Hello Colleges ... it is 2008 ... that would be the 21st Century .... No Calculators is a bit backward, don't you think?
So I ask again .... Texas Instruments! Where are you??
Tuesday, November 25, 2008
Calculators or not .... college entrance tests
This article is the 3rd in a series titled "Calculators or not". You might want to take a look at the previous two short articles "Calculators or not" and "Calculators or not .... high school math" . Please feel free to comment at anytime!
You will note that the picture I used with the first article mentions that the TI-nspire calculator is "permitted on SAT ACT and AP testing". This is true and so are several other versions of Texas Instruments calculators, as well as Casios and HPs and a few other brands. However, for the most part, calculators are not even really needed in order to do VERY well on these tests. And you certainly don't need the most high powered graphing calculator you can get your hands on! You do need to know a great deal about Math in order to do well, but the calculator does not tell you WHEN to multiply or WHEN to take the square-root. The calculator will do these things for you, but you have to know WHEN. And that is what the college entrance exams are testing.
The SAT and the ACT are the two main College Entrance exams which students take in order to gain admittance to the college of their choice. Students can use calculators on these tests and they are required to bring their own calculator to the test. Most of them do.
You will note that the picture I used with the first article mentions that the TI-nspire calculator is "permitted on SAT ACT and AP testing". This is true and so are several other versions of Texas Instruments calculators, as well as Casios and HPs and a few other brands. However, for the most part, calculators are not even really needed in order to do VERY well on these tests. And you certainly don't need the most high powered graphing calculator you can get your hands on! You do need to know a great deal about Math in order to do well, but the calculator does not tell you WHEN to multiply or WHEN to take the square-root. The calculator will do these things for you, but you have to know WHEN. And that is what the college entrance exams are testing.
The SAT and the ACT are the two main College Entrance exams which students take in order to gain admittance to the college of their choice. Students can use calculators on these tests and they are required to bring their own calculator to the test. Most of them do.
They bring the calculator and there it sits. Rarely will they have to touch it while they take the math sections of the test. BUT .... they LIKE having it there. It is a source of comfort to have it there. Forget your calculator, and suddenly you don't know anything! Have the batteries go dead, and suddenly you are in a sweaty panic! It isn't so much that you NEED it ... it is that you THINK you need it.
For sample questions from the SAT, sign up for the SAT Question of the Day . Every 3rd day there is a sample Math Question. It is actually a very educational thing to do everyday. If you sign up, you'll get a question in your email everyday! Do these questions for a few weeks and see how often YOU have to reach for a calculator. Not often, I'll bet.
In short, calculators are not really needed on the SAT or the ACT, but they are permitted. Students like having them beside them, whether they touch them or not.
But ... there are other types of entrance tests and placement tests which do NOT allow the use of a calculator ... and that will be the subject of my next article ... "Calculators or not ... placement tests"
Sunday, November 23, 2008
Calculators or not .... high school math
Texas Instruments is one of the leading manufacturers of calculator technology. They make amazing little tools! And they are very smart about their marketing. Texas Instruments has insured that every student in every Math class in Texas public high schools has access to one of their graphing calculators. Every high school Math classroom has a classroom set (28 or more) of TI-83's or TI-84's or better.
The state mandated TAKS test also has a requirement that every student taking the Math portion of the high school level test must have access to a graphing calculator. And here is the kicker .... many of the TAKS test questions are written so that a graphing calculator is actually almost necessary for success on the test. Teachers are STRONGLY encouraged to teach with the calculators and Texas Instruments is very generous with their training and extra little devices to enable engaging teaching with their technology.
If you will go to my Sample Videos page and look at Question #50, you will see just one of the tools which all teachers have to use. This device, called an Emulator, can be projected from the teacher's computer onto a board in front of the classroom. It is a wonderful teaching tool! In fact, Texas-Instruments has dozens of wonderful teaching tools and they are working very hard to get them into the hands of every public school Math teacher in Texas and probably everywhere else in the USA.
The point I am attempting to make is that for 4 long years of Math education, every public school high school student has daily access to a TI-graphing calculator. Students are also encouraged to buy their own to use on their homework at home. Many of the Math textbooks include instructions on how to write programs for your calculator and how to use your calculator to do the lessons.
But probably one of the most addictive AND comforting things about using a TI-graphing calculator is that .... (Drum roll, please) ... it does fractions for you! It adds them, it subtracts them, it multiplies and divides them ... and it will give you a reduced fraction for the answer! What's not to love?
Through the 4 years of high school math, now required of all students, our kids have constant access to a graphing calculator. It actually becomes a source of "security" for them. Do they use it all the time? No. Do they need it all the time? No. But take it away from them and ask them to do a Math problem and panic sets in.
Which leads me to my next article ..... coming soon ... "Calculators or not ... College Placement Tests".
The state mandated TAKS test also has a requirement that every student taking the Math portion of the high school level test must have access to a graphing calculator. And here is the kicker .... many of the TAKS test questions are written so that a graphing calculator is actually almost necessary for success on the test. Teachers are STRONGLY encouraged to teach with the calculators and Texas Instruments is very generous with their training and extra little devices to enable engaging teaching with their technology.
If you will go to my Sample Videos page and look at Question #50, you will see just one of the tools which all teachers have to use. This device, called an Emulator, can be projected from the teacher's computer onto a board in front of the classroom. It is a wonderful teaching tool! In fact, Texas-Instruments has dozens of wonderful teaching tools and they are working very hard to get them into the hands of every public school Math teacher in Texas and probably everywhere else in the USA.
The point I am attempting to make is that for 4 long years of Math education, every public school high school student has daily access to a TI-graphing calculator. Students are also encouraged to buy their own to use on their homework at home. Many of the Math textbooks include instructions on how to write programs for your calculator and how to use your calculator to do the lessons.
But probably one of the most addictive AND comforting things about using a TI-graphing calculator is that .... (Drum roll, please) ... it does fractions for you! It adds them, it subtracts them, it multiplies and divides them ... and it will give you a reduced fraction for the answer! What's not to love?
Through the 4 years of high school math, now required of all students, our kids have constant access to a graphing calculator. It actually becomes a source of "security" for them. Do they use it all the time? No. Do they need it all the time? No. But take it away from them and ask them to do a Math problem and panic sets in.
Which leads me to my next article ..... coming soon ... "Calculators or not ... College Placement Tests".
Saturday, November 22, 2008
Calculators or not
How do YOU feel? Should students be allowed to use the fancy graphing calculators in their high school Math classes?
Do you use a calculator when doing things with numbers? Or do you pull out a pencil and paper and do long multiplication by hand? Long division by hand? Add columns of numbers by hand?
If you were to be handed a fancy graphing calculator, would you even begin to have a clue how to use it?
Should high school and college students of the 21st Century be using these fancy calculators in their classes? Or are we handicapping them?
I would love to get your feedback on this. I have my own opinions, which I plan to share in a few articles ... but I would like to know how the general public feels about "Calculators or Not?"
Do you use a calculator when doing things with numbers? Or do you pull out a pencil and paper and do long multiplication by hand? Long division by hand? Add columns of numbers by hand?
If you were to be handed a fancy graphing calculator, would you even begin to have a clue how to use it?
Should high school and college students of the 21st Century be using these fancy calculators in their classes? Or are we handicapping them?
I would love to get your feedback on this. I have my own opinions, which I plan to share in a few articles ... but I would like to know how the general public feels about "Calculators or Not?"
Sunday, November 16, 2008
Race and test scores ....
President-Elect Barack Hussein Obama recently referred to himself as a "mutt". If you don't know what he meant, well, what rock have you been living under? America elected a mixed race, mixed religion man to be President. Unprecedented! America has become color-blind! Finally!
And this is as it should be! Why are we dividing everything up by race here in the 21st Century? This is actually getting more and more difficult to do. For instance, which box would our President-Elect check on most forms where the race question is asked? Asian? Black? Non-Hispanic Caucasian? Hispanic? American Indian? None of the Above? All of the Above? And why don't these forms have directions to "Check all that Apply"? How is a person of mixed heritage supposed to complete these forms?
As any educator in Texas knows, one of the great driving forces here is the TAKS Test ... Texas Assessment of Knowledge and Skills. And every time this test is given, the results are broken down by the following categories: All Students, African American, Hispanic, White, Economically Disadvantaged, Limited English Proficient, and Special Education. Click here for a Sample of Results. I notice there are a few categories missing. One that really jumps out at me is the lack of an Asian Category. Why is that?
So, what category does a student select if they are multi-racial? Well, to be honest, they don't get a choice. When they receive their testing forms, the race is already filled out for them. Somebody somewhere has already decided what category these students need to count for, or against. I remember one young lady in particular who was half-black and half-white. She wanted to be counted in the Caucasian category but her test form had her placed as an African-American. When she went to her counselor to ask to have that changed, she was told that since she always scores well she needs to stay in the African-American category in order to improve the overall performance of African-Americans in her school. They did not change her to Caucasian. Several other students had similar issues. If they were smart, they were placed in the race category needing the most help. If they usually didn't score well, they were placed in the Caucasian category. Does anyone sense anything fishy about that?
And this is as it should be! Why are we dividing everything up by race here in the 21st Century? This is actually getting more and more difficult to do. For instance, which box would our President-Elect check on most forms where the race question is asked? Asian? Black? Non-Hispanic Caucasian? Hispanic? American Indian? None of the Above? All of the Above? And why don't these forms have directions to "Check all that Apply"? How is a person of mixed heritage supposed to complete these forms?
As any educator in Texas knows, one of the great driving forces here is the TAKS Test ... Texas Assessment of Knowledge and Skills. And every time this test is given, the results are broken down by the following categories: All Students, African American, Hispanic, White, Economically Disadvantaged, Limited English Proficient, and Special Education. Click here for a Sample of Results. I notice there are a few categories missing. One that really jumps out at me is the lack of an Asian Category. Why is that?
So, what category does a student select if they are multi-racial? Well, to be honest, they don't get a choice. When they receive their testing forms, the race is already filled out for them. Somebody somewhere has already decided what category these students need to count for, or against. I remember one young lady in particular who was half-black and half-white. She wanted to be counted in the Caucasian category but her test form had her placed as an African-American. When she went to her counselor to ask to have that changed, she was told that since she always scores well she needs to stay in the African-American category in order to improve the overall performance of African-Americans in her school. They did not change her to Caucasian. Several other students had similar issues. If they were smart, they were placed in the race category needing the most help. If they usually didn't score well, they were placed in the Caucasian category. Does anyone sense anything fishy about that?
Sunday, September 28, 2008
Reviews for Tests ....
Dear High School Math, Physics, and Chemistry Teachers ....
Do you want your students to be successful? Do you want your students to pass tests?? Do you also want to put the burden of really learning the material back on the student's shoulders??
Well then .... here is my advice ....
GIVE THEM THE ANSWERS TO THE REVIEW WHEN YOU GIVE THEM THE REVIEW!!!
What good is working on a review the night before a Test if they can't verify that their answers are right?
I know many of you give Extra Credit for doing the Review .... fine ... go ahead and do that if you must .... just ask them to SHOW THEIR WORK in order to get Extra Credit. But honestly, if they have the answers to the Review ... and they DO the Review and they check their answers to be sure they are doing things right .... they will do BETTER on the Tests!! And they won't need your extra credit. Also .... if they check their answers as they work and they AREN'T getting the right answers, they should know that they need help. They can then get help from a parent or a friend or a tutor or YOU the next morning. If they choose not to get help, then they choose to fail.
I do know that some of you post the answers to the Review outside your door the morning of the Test. I have seen the crowds of students gathered around the one set of answers trying to verify their Reviews. That tells me that the students care. They want to be successful. But what if their answers are wrong? Are they going to have time to get help before the Test later that day?
Please give your students the tools they need to be successful. When you give them the Review .... Give them the answers, too.
Thanks!
Do you want your students to be successful? Do you want your students to pass tests?? Do you also want to put the burden of really learning the material back on the student's shoulders??
Well then .... here is my advice ....
GIVE THEM THE ANSWERS TO THE REVIEW WHEN YOU GIVE THEM THE REVIEW!!!
What good is working on a review the night before a Test if they can't verify that their answers are right?
I know many of you give Extra Credit for doing the Review .... fine ... go ahead and do that if you must .... just ask them to SHOW THEIR WORK in order to get Extra Credit. But honestly, if they have the answers to the Review ... and they DO the Review and they check their answers to be sure they are doing things right .... they will do BETTER on the Tests!! And they won't need your extra credit. Also .... if they check their answers as they work and they AREN'T getting the right answers, they should know that they need help. They can then get help from a parent or a friend or a tutor or YOU the next morning. If they choose not to get help, then they choose to fail.
I do know that some of you post the answers to the Review outside your door the morning of the Test. I have seen the crowds of students gathered around the one set of answers trying to verify their Reviews. That tells me that the students care. They want to be successful. But what if their answers are wrong? Are they going to have time to get help before the Test later that day?
Please give your students the tools they need to be successful. When you give them the Review .... Give them the answers, too.
Thanks!
Monday, September 08, 2008
My Claim to Fame ....
Several weeks ago I was on the elliptical torture device at my local LA Fitness when I glanced up at the multiple TV screens cleverly placed to distract exercisers from their suffering. There ... briefly ... for just a couple of seconds, on two different screens, I saw the faces of two of my most famous past students. "Good Morning Texas" was on one TV and their guest of the moment was Elizabeth Showers, a popular Dallas Jewelry designer whose creations are exclusive to Neiman-Marcus stores and her website ... http://www.elizabethshowers.com/
One of the ESPN channels was on another TV and I had a brief glimpse of Deron Williams as Team USA, the American Basketball team for the 2008 Olympics, was being featured. Deron is also a starter for the Utah Jazz.
I taught Elizabeth Showers at Hillsboro High School in Hillsboro, TX back in the mid-to-late-1980's. I taught Deron Williams at The Colony High School in The Colony, TX in his sophomore year, 1999-2000. I taught both of them Geometry.
I'm sure Elizabeth and Deron BOTH owe their particular successes to their Geometry teacher! At least, that is what I imagined they were saying as I saw them side-by-side on those TV's in the gym. In honesty .... neither one probably remembers me very much. Yet I wanted to shout to the gym, "Look!! They were my students!! Look!!! They are famous!!". I resisted the urge. For one thing, neither of them were on their respective TV screen for very long once I spotted them. For another thing, almost everybody in the gym wears an MP3 device of some sort. So I could have shouted .... but no one would have noticed at all.
Instead, I just quietly felt proud. I refer to these two people as my "claim to fame." I taught them and they are now famous. In actuality, they are more like my "brush with fame way before they they were famous". Way back when they were my students, they were just a face among 30 in the classroom ... although Elizabeth always had a strikingly beautiful face .... and Deron was always certain he would play for the NBA.
Over the 22 years I spent as a Math teacher, I taught roughly 180 students a year. 180 students times 22 years equals 3,960 students. Of those 3,960 students, Elizabeth was not the only beautiful face I saw and Deron certainly was not the only young man certain of a future in Pro-Sports. These two young people went on to become very successful adults ... and I am proud to say "I knew them when ...".
So are an NBA star and a noted Jewelry designer really my "Claim to Fame"? As I was swimming laps a couple of days ago, I started thinking about that statement. (Swimming isn't difficult for me, so once I get in a "zone" I can think deep thoughts while doing my laps.) I taught roughly 3,960 students and I am only claiming 2 of them because they became famous? What about the other 3,958 or so students who passed through my classroom doors? Are they Chopped Liver? NO! These students are my true Claim to Fame.
Every student who left my classroom and went on to college and completed their degree successfully is my Claim to Fame.
Every student who is now gainfully employed and paying taxes is my Claim to Fame.
Every student who joined the military and served their time, even in a time of war .... ESPECIALLY in a time of war ... is my Claim to Fame.
Every student who is now married and raising a family is my Claim to Fame.
Every student who has gone on to become a teacher is my Claim to Fame. I am especially touched by the students who have taken the time to find me, in person, or online, and tell me that they became a teacher because of MY teaching.
Every student who adds me as a "Friend" on Facebook or Myspace, because they remember me fondly, is my Claim to Fame.
Mind you .... over the years, I have had students end up in Prison. One killed a police officer, more than one committed Grand Theft Auto, several got involved in drugs or alcohol, some dropped out of school ..... I have to claim these students, too. I didn't cause them to do what they did ... but I didn't stop them either.
One of the ESPN channels was on another TV and I had a brief glimpse of Deron Williams as Team USA, the American Basketball team for the 2008 Olympics, was being featured. Deron is also a starter for the Utah Jazz.
I taught Elizabeth Showers at Hillsboro High School in Hillsboro, TX back in the mid-to-late-1980's. I taught Deron Williams at The Colony High School in The Colony, TX in his sophomore year, 1999-2000. I taught both of them Geometry.
I'm sure Elizabeth and Deron BOTH owe their particular successes to their Geometry teacher! At least, that is what I imagined they were saying as I saw them side-by-side on those TV's in the gym. In honesty .... neither one probably remembers me very much. Yet I wanted to shout to the gym, "Look!! They were my students!! Look!!! They are famous!!". I resisted the urge. For one thing, neither of them were on their respective TV screen for very long once I spotted them. For another thing, almost everybody in the gym wears an MP3 device of some sort. So I could have shouted .... but no one would have noticed at all.
Instead, I just quietly felt proud. I refer to these two people as my "claim to fame." I taught them and they are now famous. In actuality, they are more like my "brush with fame way before they they were famous". Way back when they were my students, they were just a face among 30 in the classroom ... although Elizabeth always had a strikingly beautiful face .... and Deron was always certain he would play for the NBA.
Over the 22 years I spent as a Math teacher, I taught roughly 180 students a year. 180 students times 22 years equals 3,960 students. Of those 3,960 students, Elizabeth was not the only beautiful face I saw and Deron certainly was not the only young man certain of a future in Pro-Sports. These two young people went on to become very successful adults ... and I am proud to say "I knew them when ...".
So are an NBA star and a noted Jewelry designer really my "Claim to Fame"? As I was swimming laps a couple of days ago, I started thinking about that statement. (Swimming isn't difficult for me, so once I get in a "zone" I can think deep thoughts while doing my laps.) I taught roughly 3,960 students and I am only claiming 2 of them because they became famous? What about the other 3,958 or so students who passed through my classroom doors? Are they Chopped Liver? NO! These students are my true Claim to Fame.
Every student who left my classroom and went on to college and completed their degree successfully is my Claim to Fame.
Every student who is now gainfully employed and paying taxes is my Claim to Fame.
Every student who joined the military and served their time, even in a time of war .... ESPECIALLY in a time of war ... is my Claim to Fame.
Every student who is now married and raising a family is my Claim to Fame.
Every student who has gone on to become a teacher is my Claim to Fame. I am especially touched by the students who have taken the time to find me, in person, or online, and tell me that they became a teacher because of MY teaching.
Every student who adds me as a "Friend" on Facebook or Myspace, because they remember me fondly, is my Claim to Fame.
Mind you .... over the years, I have had students end up in Prison. One killed a police officer, more than one committed Grand Theft Auto, several got involved in drugs or alcohol, some dropped out of school ..... I have to claim these students, too. I didn't cause them to do what they did ... but I didn't stop them either.
I didn't cause Elizabeth and Deron to go on to fame and fortune ... but I didn't stop THEM either! Thank goodness!
It is said that "Teachers Touch Lives 4ever" .... but it is a two-way street. My students have also touched my life forever.
If you are reading this, and you have a teacher who was especially special to you ... try to find him or her. The internet makes this a lot easier!! Send them an email or give them a call ... and let them know they affected your life! They may consider YOU to be their "Claim to Fame"!
Sunday, August 17, 2008
Dallas ISD's New Grading Policies ....
Dallas schools plan to ease grading standards angers teachers
12:36 AM CDT on Saturday, August 16, 2008
By KENT FISCHER / The Dallas Morning News
kfischer@dallasnews.com
Dallas public school students who flunk tests, blow off homework and miss assignment deadlines can make up the work without penalty, under new rules that have angered many teachers.
The new rules will be distributed when teachers return to their campuses next week. But many who have already seen the regulations say they are too lenient on slackers, and will come at the expense of kids who work hard.
For example, the new rules require teachers to accept late work and prevent them from penalizing students for missed deadlines. Homework grades that would drag down a student's overall average will be thrown out.
Dallas ISD defends changes in grading policy :
School officials said the new guidelines are needed to ensure that all district teachers operate under the same rules and to create a "fair system" for grading students.
"The purpose behind it is to ensure fair and credible evaluation of learning – from grade to grade and school to school," said Denise Collier, the district's chief academic officer.
Some teachers said the new rules offer kids too many loopholes.
"It's like we're sending the message to kids that deadlines don't matter, studying is optional, and no matter how little you do, you're still [going to] pass all your classes anyway," said Ray Cox, who teaches world languages at Franklin Middle School.
The intent may have been to create a uniform grading policy, but the result was to lower standards, said Dale Kaiser, president of the teachers' group NEA-Dallas.
The school board and superintendent "talk about elevating standards and holding high expectations for kids, but we're telling the kids that whether they do the work or not is irrelevant," he said.
The new guidelines were developed by district staff and did not require school board approval.
District records state that the changes are part of a switch to "effort-based" grading and are designed to give students multiple opportunities to demonstrate that they've mastered class material. Requiring teachers to contact parents instead of awarding zeros is designed to increase home-school communications, according to district materials presented recently to principals. Retests and deadline extensions are meant to motivate students to do better after initial failure.
Some of the rules are similar to those in place in nearby districts, but many of the district's new rules appear to be unique.
For example, teachers in Allen ISD can give zeros at their discretion. In Richardson and Fort Worth ISDs, teachers grade homework without regard to whether it will lower a student's overall class average. In Grand Prairie, students automatically incur substantial penalties for turning in late work.
Last school year, Dallas' board of trustees reaffirmed a policy that prevented teachers from giving students a grade lower than a 50 in any one grading period. The reason given was that students who fall below 50 have no hope or motivation to bring up their grades and just give up.
During the discussion, trustees asked administrators to develop standardized grading rules for elementary, middle and high school teachers.
Those rules were finalized this summer and have been sent to principals. Copies of the new rules were posted on The Dallas Morning News' DISD blog Wednesday.
Teacher reaction was swift and overwhelmingly negative.
One recent DISD graduate commented that he thought the new rules would give students the wrong impression of how businesses operate.
"Babying the rules so that [students] have almost unlimited chances to pass, that's unreal," said Joshua Perry, a 2007 graduate of Skyline High School. "In the real world, you don't get a whole lot of chances or other ways to make something up."
Staff writer Tawnell D. Hobbs, Stella M. Chávez and Karin Shaw Anderson contributed to this report.
Key points in DISD’s new grading policy:
•Homework grades should be given only when the grades will "raise a student's average, not lower it."
•Teachers must accept overdue assignments, and their principal will decide whether students are to be penalized for missing deadlines.
•Students who flunk tests can retake the exam and keep the higher grade.
•Teachers cannot give a zero on an assignment unless they call parents and make "efforts to assist students in completing the work."
SOURCE: Dallas ISD records
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
Jacquielynn Floyd: Comments on DISD's New Grading Policies ....
New DISD grading policy, like, totally awesome
02:55 PM CDT on Friday, August 15, 2008
"Dude, you know what would be really cool? It would be so completely awesome if you didn't do some lame, like, world history report and you could just tell the teacher, ‘Chill, I'll get to it later,' and they, like, couldn't do anything to you!"
"That would be so excellent! You know what else would be, like, completely off the hook? If you got something like, a 12 on your language arts homework ... ."
"The rule says you can't get less than a 50, dog. Misty told me they changed the rules last year so that's the worst grade in the whole DISD."
"Who made that rule?"
"The principal, I guess. I dunno, maybe it was the mayor."
"You did get a 50 on your language arts homework. You left it in my car."
"Whatev. Anyway, what would be real awesome would be when you got a 50, they weren't allowed to count it in your grade! Those teachers would be so totally cheesed!"
"That would be so completely cool. Also it would be cool if, like, those clueless teachers …. "
"Except not Mrs. Schneider, she's hot …."
"OK, not Mrs. Schneider. But those other stupid teachers had to let you take a test again until you, like, passed it. Hey, quit hogging the bong!"
"Shut up. What if, like, when you didn't read that guy's book – that Steinbeck dude …"
"Chuck read it. He said it was good."
"Well, if you want to read books and do homework all the time like Mister Lame Pathetic Chuck, go ahead. Gimme a light."
"Listen, here's what else would be seriously, really, awesomely cool: If they couldn't give you a zero for anything. It would be completely not allowed! I could be, like, ‘Look at me! I didn't do any homework for, like, a very long time …. "
"Like from Halloween to Christmas!"
"Yeah, that long, and they couldn't give me a zero! Irregardless! So we could go, like, to some big college without doing any homework!"
"A party college!"
"Most def! Everybody would have really good grades so you could go to any college you wanted. Someplace in Los Angeles, like Princeton."
"That would be so cool! We could party at Princeton with movie stars' kids – they have the best weed."
"Yeah, and when you go to a famous college, you can be like, a bank president or a judge or some rich guy. And if they can't ever give you bad grades, you can go to any college you want!"
"Awesome! I could be a political dude like … a senator."
"A Texas senator or an American senator?"
"They're the same thing, fool. Anyway, I could be one."
"That would be so completely amazing! You could be on TV!"
"Or I could be like that science guy on TV. You know, he does experiments and stuff. And he's really famous! I saw him on a T-shirt."
"What did you get on your science report?"
"A 50. Mr. Farber said I copied it off Wikipedia."
"You should have written it in your own writing instead of giving him a printout."
"So what? Do you know one single person in the world who cares about viruses and bacteria? Like that's ever going to have anything to do with real life!"
"It would be so cool if all the stuff you don't need to know anyway – science and history …."
"And government! Government sucks!"
"…If none of that stuff counted on your final grades. So the stuff nobody cares about didn't count."
"God, that would be so totally awesome! Hey, let's order a pizza."
"You know what would be cool, dude? If pizza was free."
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
I often disagree with Ms. Floyd and her opinions .... however this one she nailed!! In fact, I might take it one step further andf ask if the people who created this policy might also have been sharing a bong???
12:36 AM CDT on Saturday, August 16, 2008
By KENT FISCHER / The Dallas Morning News
kfischer@dallasnews.com
Dallas public school students who flunk tests, blow off homework and miss assignment deadlines can make up the work without penalty, under new rules that have angered many teachers.
The new rules will be distributed when teachers return to their campuses next week. But many who have already seen the regulations say they are too lenient on slackers, and will come at the expense of kids who work hard.
For example, the new rules require teachers to accept late work and prevent them from penalizing students for missed deadlines. Homework grades that would drag down a student's overall average will be thrown out.
Dallas ISD defends changes in grading policy :
School officials said the new guidelines are needed to ensure that all district teachers operate under the same rules and to create a "fair system" for grading students.
"The purpose behind it is to ensure fair and credible evaluation of learning – from grade to grade and school to school," said Denise Collier, the district's chief academic officer.
Some teachers said the new rules offer kids too many loopholes.
"It's like we're sending the message to kids that deadlines don't matter, studying is optional, and no matter how little you do, you're still [going to] pass all your classes anyway," said Ray Cox, who teaches world languages at Franklin Middle School.
The intent may have been to create a uniform grading policy, but the result was to lower standards, said Dale Kaiser, president of the teachers' group NEA-Dallas.
The school board and superintendent "talk about elevating standards and holding high expectations for kids, but we're telling the kids that whether they do the work or not is irrelevant," he said.
The new guidelines were developed by district staff and did not require school board approval.
District records state that the changes are part of a switch to "effort-based" grading and are designed to give students multiple opportunities to demonstrate that they've mastered class material. Requiring teachers to contact parents instead of awarding zeros is designed to increase home-school communications, according to district materials presented recently to principals. Retests and deadline extensions are meant to motivate students to do better after initial failure.
Some of the rules are similar to those in place in nearby districts, but many of the district's new rules appear to be unique.
For example, teachers in Allen ISD can give zeros at their discretion. In Richardson and Fort Worth ISDs, teachers grade homework without regard to whether it will lower a student's overall class average. In Grand Prairie, students automatically incur substantial penalties for turning in late work.
Last school year, Dallas' board of trustees reaffirmed a policy that prevented teachers from giving students a grade lower than a 50 in any one grading period. The reason given was that students who fall below 50 have no hope or motivation to bring up their grades and just give up.
During the discussion, trustees asked administrators to develop standardized grading rules for elementary, middle and high school teachers.
Those rules were finalized this summer and have been sent to principals. Copies of the new rules were posted on The Dallas Morning News' DISD blog Wednesday.
Teacher reaction was swift and overwhelmingly negative.
One recent DISD graduate commented that he thought the new rules would give students the wrong impression of how businesses operate.
"Babying the rules so that [students] have almost unlimited chances to pass, that's unreal," said Joshua Perry, a 2007 graduate of Skyline High School. "In the real world, you don't get a whole lot of chances or other ways to make something up."
Staff writer Tawnell D. Hobbs, Stella M. Chávez and Karin Shaw Anderson contributed to this report.
Key points in DISD’s new grading policy:
•Homework grades should be given only when the grades will "raise a student's average, not lower it."
•Teachers must accept overdue assignments, and their principal will decide whether students are to be penalized for missing deadlines.
•Students who flunk tests can retake the exam and keep the higher grade.
•Teachers cannot give a zero on an assignment unless they call parents and make "efforts to assist students in completing the work."
SOURCE: Dallas ISD records
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
Jacquielynn Floyd: Comments on DISD's New Grading Policies ....
New DISD grading policy, like, totally awesome
02:55 PM CDT on Friday, August 15, 2008
"Dude, you know what would be really cool? It would be so completely awesome if you didn't do some lame, like, world history report and you could just tell the teacher, ‘Chill, I'll get to it later,' and they, like, couldn't do anything to you!"
"That would be so excellent! You know what else would be, like, completely off the hook? If you got something like, a 12 on your language arts homework ... ."
"The rule says you can't get less than a 50, dog. Misty told me they changed the rules last year so that's the worst grade in the whole DISD."
"Who made that rule?"
"The principal, I guess. I dunno, maybe it was the mayor."
"You did get a 50 on your language arts homework. You left it in my car."
"Whatev. Anyway, what would be real awesome would be when you got a 50, they weren't allowed to count it in your grade! Those teachers would be so totally cheesed!"
"That would be so completely cool. Also it would be cool if, like, those clueless teachers …. "
"Except not Mrs. Schneider, she's hot …."
"OK, not Mrs. Schneider. But those other stupid teachers had to let you take a test again until you, like, passed it. Hey, quit hogging the bong!"
"Shut up. What if, like, when you didn't read that guy's book – that Steinbeck dude …"
"Chuck read it. He said it was good."
"Well, if you want to read books and do homework all the time like Mister Lame Pathetic Chuck, go ahead. Gimme a light."
"Listen, here's what else would be seriously, really, awesomely cool: If they couldn't give you a zero for anything. It would be completely not allowed! I could be, like, ‘Look at me! I didn't do any homework for, like, a very long time …. "
"Like from Halloween to Christmas!"
"Yeah, that long, and they couldn't give me a zero! Irregardless! So we could go, like, to some big college without doing any homework!"
"A party college!"
"Most def! Everybody would have really good grades so you could go to any college you wanted. Someplace in Los Angeles, like Princeton."
"That would be so cool! We could party at Princeton with movie stars' kids – they have the best weed."
"Yeah, and when you go to a famous college, you can be like, a bank president or a judge or some rich guy. And if they can't ever give you bad grades, you can go to any college you want!"
"Awesome! I could be a political dude like … a senator."
"A Texas senator or an American senator?"
"They're the same thing, fool. Anyway, I could be one."
"That would be so completely amazing! You could be on TV!"
"Or I could be like that science guy on TV. You know, he does experiments and stuff. And he's really famous! I saw him on a T-shirt."
"What did you get on your science report?"
"A 50. Mr. Farber said I copied it off Wikipedia."
"You should have written it in your own writing instead of giving him a printout."
"So what? Do you know one single person in the world who cares about viruses and bacteria? Like that's ever going to have anything to do with real life!"
"It would be so cool if all the stuff you don't need to know anyway – science and history …."
"And government! Government sucks!"
"…If none of that stuff counted on your final grades. So the stuff nobody cares about didn't count."
"God, that would be so totally awesome! Hey, let's order a pizza."
"You know what would be cool, dude? If pizza was free."
~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*
I often disagree with Ms. Floyd and her opinions .... however this one she nailed!! In fact, I might take it one step further andf ask if the people who created this policy might also have been sharing a bong???
Sunday, January 13, 2008
Education and IQ
Freshmen in Texas Public schools this year, also known as the Class of 2011, are required to take and pass 4 years of Math and 4 years of Science in order to graduate. The 4 years of Math will be Algebra I, Geometry, Algebra II, and one more class higher than Algebra II such as Pre-Calculus or Advanced Placement Statistics. The 4 years of Science will include Biology, Chemistry, Physics, and one other Science. The State Board of Education would like to see the course called Introduction to Physics and Chemistry (IPC) NOT count as a Science credit. For now, IPC does count.
All of this sounds like a great step forward for Public Schools. To the outside observer, 4 years of Math, Science, English and History seem to be reasonable expectations. They certainly should be required for anyone planning to attend, and be successful in, college. But do all students who attend Public High Schools plan to go to college? What about the students who are in High School to get a High School diploma and then plan to learn a trade? Honestly .... do they really need Physics? Do they really need Algebra II? If YOU had to take and pass Pre-Calculus in order to graduate from High School, would you have been able to do it?
As I stated in my previous Blog, approximately half of all Americans have a below average IQ. I suppose it is possible that Texas High schools do not follow this pattern, but I find it highly unlikely. Do we honestly believe that EVERYONE needs to be able to do Pre-Calculus?? Do we honestly believe that EVERYONE needs to be able to do Physics??
Do I sound elitist?
Okay ... maybe I do sound elitist. But this worries me greatly on many fronts. By expecting everyone to be able to pass a solid Pre-Calculus class, one of two things has to happen. Either a large number of students will fail and have to retake the class, possibly more than once, thus extending their stay in high school to more than 4 years or causing students to drop out before completing their credits .... or math teachers will have to lower the standards of the class in order for more students to be able to pass. If teachers lower the standards of the class, it is no longer a solid Pre-Calculus class.
There was a time when only students who were planning on going to college and majoring in engineering or architecture or mathematics or physics or medicine actually took 4 years of Math and 4 years of science. There are a large number of college degrees and life professions which require little or no Math background.
Meanwhile, people cannot balance a checkbook nor keep track of credit card debts nor reasonably figure out a household budget. But they WILL be able to identify an equation as being that of an Ellipse, or a Parabola, or a Hyperbola, or a Circle. Life skills, for sure.
Is High School now just College Prep? What happened to teaching life skills? What will happen to the people who simply cannot pass those 4 years of Math and Science and who end up dropping out? What happened to the over 40,000 students who did not graduate from Texas Public schools last year because they couldn't pass the TAKS test? Where are they now?
All of this sounds like a great step forward for Public Schools. To the outside observer, 4 years of Math, Science, English and History seem to be reasonable expectations. They certainly should be required for anyone planning to attend, and be successful in, college. But do all students who attend Public High Schools plan to go to college? What about the students who are in High School to get a High School diploma and then plan to learn a trade? Honestly .... do they really need Physics? Do they really need Algebra II? If YOU had to take and pass Pre-Calculus in order to graduate from High School, would you have been able to do it?
As I stated in my previous Blog, approximately half of all Americans have a below average IQ. I suppose it is possible that Texas High schools do not follow this pattern, but I find it highly unlikely. Do we honestly believe that EVERYONE needs to be able to do Pre-Calculus?? Do we honestly believe that EVERYONE needs to be able to do Physics??
Do I sound elitist?
Okay ... maybe I do sound elitist. But this worries me greatly on many fronts. By expecting everyone to be able to pass a solid Pre-Calculus class, one of two things has to happen. Either a large number of students will fail and have to retake the class, possibly more than once, thus extending their stay in high school to more than 4 years or causing students to drop out before completing their credits .... or math teachers will have to lower the standards of the class in order for more students to be able to pass. If teachers lower the standards of the class, it is no longer a solid Pre-Calculus class.
There was a time when only students who were planning on going to college and majoring in engineering or architecture or mathematics or physics or medicine actually took 4 years of Math and 4 years of science. There are a large number of college degrees and life professions which require little or no Math background.
Meanwhile, people cannot balance a checkbook nor keep track of credit card debts nor reasonably figure out a household budget. But they WILL be able to identify an equation as being that of an Ellipse, or a Parabola, or a Hyperbola, or a Circle. Life skills, for sure.
Is High School now just College Prep? What happened to teaching life skills? What will happen to the people who simply cannot pass those 4 years of Math and Science and who end up dropping out? What happened to the over 40,000 students who did not graduate from Texas Public schools last year because they couldn't pass the TAKS test? Where are they now?
Is it not public education's job to educate THE PUBLIC? And approximately half the public has a below average IQ!! Where are the people with an 80 or 85 IQ supposed to go? What are they supposed to do? Are we lifting a High School diploma out of their reach? Don't we want these people to be viable members of society ... able to work and contribute to our system? I am not talking about people with below 70 IQ ... they qualify for Special Education. I am talking about people with between 70 and 100 IQ who are actually functioning at their IQ level. Good people, wonderful people, hard-working people .... look around you in a public place ... half the people you see qualify. They do not qualify for Special Ed in any way. Special Ed is either for people with a below 70 IQ or for people whose functioning IQ is more than one standard deviation below their actual IQ. ((Special ED is NOT what the general public thinks it is. Look it up.))
I am a retired Math teacher. I am now a Private Math Tutor. I expect my business to grow leaps and bounds as this year's freshmen move through their math courses. I also expect my frustrations to grow equally. I love Math ... and I would like all people to enjoy Math. I just don't think everyone needs to learn Pre-Calculus to get a High School diploma.
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