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?"
Saturday, November 22, 2008
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.
Friday, December 28, 2007
America and IQ ....
My husband recently read the following quote in The Wall Street Journal's online Opinion Journal ... "Actually, studies have shown that a near-majority of Americans have below-average intelligence. But maybe they'll be dumb enough to believe Biden's flattery."
You can read the context of the quote via the link above. It's not the part about Senator Biden, nor the part about the Democrat candidates not trusting the American people which bothers me. The part of that quote which I find bothersome is ... "studies have shown that a near-majority of Americans have below-average intelligence". Really?? Oh My!! This must be because of Public Education!! Something must be done! After all ... don't we all live in Garrison Keillor's Lake Wobegon where ... "all the women are strong, all the men are good-looking, and all the children are above average."?
I firmly believe that most Americans feel this way. And there will be a number of people who won't read beyond the 2nd paragraph above before they'll go on a rant about how awful public education is and how we must fight this "below-average IQ epidemic!" In fact, a number of you who are now reading these words are probably shocked by the the FACT that a near-majority of Americans have a Below-Average IQ.
I capitalized FACT because it is a fact .... and will always be a fact ... no matter what party sits in the White House ... No matter what public education does ... No matter what mandates come down from congress .... No matter what anyone says or does, there will always be a near-majority of below-average intelligence people in America. Of course, there will also be a near-majority of above-average intelligence people in America, too.
After all .... just what makes something "average"? Think about that.
Ever since my husband came home with that quote, I have been tossing it at friends and family and acquaintances to check their reactions. All of them have been shocked. It seems that we truly do expect most Americans to be smarter than average. We can't imagine that fully 1/2 of our great country has a below-average IQ. But it is true.
I have also noticed that I have started paying attention to my interactions with people and mentally placing these people on the IQ Bell Curve in my mind. The results have been a bit depressing. Of course, myself, and my husband, and most of our friends are on the right side of the Bell Curve ... but during the Christmas shopping season, I encountered a large number of people whom I felt would test in on the left-hand side of the curve. I also encounter these people on the roads around Dallas-Ft.Worth, and often in the Editorial sections of the Dallas Morning News ... (but only if their opinions are different from mine.)
You can read the context of the quote via the link above. It's not the part about Senator Biden, nor the part about the Democrat candidates not trusting the American people which bothers me. The part of that quote which I find bothersome is ... "studies have shown that a near-majority of Americans have below-average intelligence". Really?? Oh My!! This must be because of Public Education!! Something must be done! After all ... don't we all live in Garrison Keillor's Lake Wobegon where ... "all the women are strong, all the men are good-looking, and all the children are above average."?
I firmly believe that most Americans feel this way. And there will be a number of people who won't read beyond the 2nd paragraph above before they'll go on a rant about how awful public education is and how we must fight this "below-average IQ epidemic!" In fact, a number of you who are now reading these words are probably shocked by the the FACT that a near-majority of Americans have a Below-Average IQ.
I capitalized FACT because it is a fact .... and will always be a fact ... no matter what party sits in the White House ... No matter what public education does ... No matter what mandates come down from congress .... No matter what anyone says or does, there will always be a near-majority of below-average intelligence people in America. Of course, there will also be a near-majority of above-average intelligence people in America, too.
After all .... just what makes something "average"? Think about that.
Ever since my husband came home with that quote, I have been tossing it at friends and family and acquaintances to check their reactions. All of them have been shocked. It seems that we truly do expect most Americans to be smarter than average. We can't imagine that fully 1/2 of our great country has a below-average IQ. But it is true.
I have also noticed that I have started paying attention to my interactions with people and mentally placing these people on the IQ Bell Curve in my mind. The results have been a bit depressing. Of course, myself, and my husband, and most of our friends are on the right side of the Bell Curve ... but during the Christmas shopping season, I encountered a large number of people whom I felt would test in on the left-hand side of the curve. I also encounter these people on the roads around Dallas-Ft.Worth, and often in the Editorial sections of the Dallas Morning News ... (but only if their opinions are different from mine.)
Where do YOU fit on the curve? Do you have any idea? There are a number of IQ tests available online, some serious, some just for fun. Since you are probably reading this BLOG online, go ahead and run a search for IQ Tests and take one yourself. Make sure you have lots of time as a good IQ Test might take an hour or more to do.
Instead of writing a big long article about IQ and its implications in our lives, I am going to write a series of shorter BLOGS with my thoughts and some research into IQ and Education policies, IQ and Racism, IQ and its competitor, EQ ... and anything else I come up with.
If you have any thoughts, please feel free to comment!
Lucinda Mackinnon is a retired Math teacher and current Owner and Chief Tutor of Math-Matters.
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