Parting shot on Math from the Times
Bruce Ramsey of the Seattle Times published a parting shot on the Math textbook conflict. He got it exactly right.
Tuesday Open Thread
The speaker list is up for the Board meeting tomorrow; not as packed as I thought with just four people on the waitlist. The majority of the speakers are speaking on high school boundaries (with several wanting to talk about Ballard High). There are only three of us speaking about the Green Dot resolution asking the City to not grant the zoning departures that Green Dot has requested. It's me, long-time watchdog, Chris Jackins, and the head of the Washington State Charter Schools Association, Patrick D'Amelio. (I knew Mr. D'Amelio when he headed the Alliance for Education and Big Brothers and Big Sisters; he's a stand-up guy.)
Comments
Because so much of the big swine flu story has played out in the
schools, our education reporter and I have been deeply involved in that particular coverage for the past week or so. We're only now able to regroup and decide which (non-flu) stories we'll be doing next on the education beat, and how to approach those stories.
I'm not sure yet what our angle on the next math story will be, but your point about the need for concrete examples to better illustrate this debate is a good one, and well taken. I just looked at the examples you attached. I'm no math whiz, but these particular examples, at least, do seem lots more complicated than than they need to be. Thanks for
including.
Janet Horne
Hope for what? 10 years down the road the next adoption will be better? I am sure that the Purchase Order got sent within hours of the vote. No turning back now.
If San Diego can get rid of them why can't Seattle?
As regards to the PO, I have to wonder if we can't cut a deal with San Diego and pick up the books they are dumping on the cheap
"As regards to the PO, I have to wonder if we can't cut a deal with San Diego and pick up the books they are dumping on the cheap."
rugles -- That is a brilliant idea. It would be environmentally wise, and might also call the bluff of any Discovering-advocates who might actually only be in it to profit from purchase order income. Who can we suggest this to?
"Hope for what? 10 years down the road the next adoption will be better? I am sure that the Purchase Order got sent within hours of the vote. No turning back now."Not exactly true. Legal injunctions based on sound cause have been known to instantly freeze actions.
The SPS has a long history of ignoring the needs of disadvantaged learners in mathematics.
The court needs to step in and act before additional irreparable harm can occur.
And while we're at it, can the High Schools that have traditional texts sell them to us as a fundraiser to create scholarship funds for low income students to pay for private math tutoring?
Who can we suggest this to?
The gaps are larger from the 2006 reference to spring 2008 forI. Asian students: by 1.8
II. Black students: by 1.6
III. Hispanic students: by 4.1
IV. Native American students: by 1.7
(not mentioned in SPS report Limited English students: by 2.3)
I've spent since Jan 17th 2007 attempting to end this mathematical discrimination of disadvantaged learners. The school board has chosen to do nothing except continue ongoing discrimination.
How can this be done?
2. Make a case as to why irreparable harm will occur without the court's immediate intervention.
The SPS has provided so much material over the last 10 years demonstrating a disregard for disadvantaged learners in mathematics that #2 above is easy.
Now they pick the SBE rated unacceptable book series.
I am exploring the mechanics of legal action. Look for something tangible in the future.
A few thoughts on public trust, which supposedly the district is interested in building.
Once there was more trust in schools than currently. For math, part of the problem locally is the influence of UW College of Education in instructional materials decisions. Unfortunately decisions are often based on alignment with the ideology pushed by the College of Education. Rarely if ever are previous performance numbers ever considered. Equally strange is the failure to address reality later.
In 2007 the Seattle School Board disregarded Denver’s massive failure with the Everyday Math – Connected Math combination and adopted Everyday Math. At the time of the 2007 adoption achievement gaps were very large for five classifications of disadvantaged learners. After one year of Everyday Math all five gaps were larger.
The Seattle School Board by a 4-3 vote has recently decided to adopt a failed program from San Diego that has been found to be mathematically unsound.
Trust in Seattle Schools will not be rebounding in the foreseeable future.
Introductory item:
Everyday Math Consumables for 2009-2010 =
$474,440
Expensive to make kids stupid.
Much less expensive to make them smart with Singapore.
http://ednews.org/articles/one-step-ahead-of-the-train-wreck.html Call in Monday morning 206-252-0040
and testify March 20.
I am sick....we need to spend this money EVERY year on EDM.
The upshot is that when they do realize EDM is a failure at least they won't be tossing out books, like San Diego is currently!
One great line: "While adherents [to discovery learning] believe that such an approach teaches “mathematical thinking” rather than dull routine skills, some mathematicians have likened it to teaching someone to play water polo without first teaching him to swim."
Thanks so much for the link to Barry's article. I've posted a link to it and a few comments.
I hope that several folks will take the time to testify about $474,440 for EDM consumables and $0.00 for Singapore consumables.
http://mathunderground.blogspot.com/
I've got my money saved and I am attorney shopping.
Dan
Once you're ready to go, let us know, I will contribute to the cause.
I needed that. This is at times a really lonely road. Hope to see you at the Wed. Night testimony.