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02 Aug 2005 - 16:41
'easy math' is harder
Another slide from the Department of Ed.
Unfortunately, they don't have the lecture notes up along with the slides, but I think this is self-explanatory. Assuming I'm reading the slide correctly, it tells us that for all but the lowest quarter of students, 'hard' math is easier than 'easy' math.
In other words, the top 75% of students get better grades in college prep math than they do in 'low-level' math.
This is one of those cool findings that inspires me to search for terrific, high-level material for Christopher.....but I'm afraid the reasons for this phenomena may be that the college prep kids have better teachers. The report includes numerous slides showing that the poorest teachers are assigned to the lowest level classes, and that the quality of teacher makes a huge difference in children's achievement. (I'll drop those slides in soon.)
Still, I wouldn't rule out the possibility that 'real' math is more learnable than stripped-down, pretend math.
update
This slide, and a number of others in the presentation, is based on a study of 3000 high schools done by the Southern Regional Education Board, Middle Grades to High School: Mending a Weak Link.
This research brief is based on an SREB study of nearly 3,100 students from 44 middle grades schools and 38 high schools. It shows that ninth-graders in higher-level courses have a lower failure rate than students with similar characteristics in lower-level courses. The report offers specific actions that schools can take to improve student achievement.
The finding that the same level of student will do better in college prep courses than in non-college prep courses wasn't limited to math. It was true across the board.
Take 100 ninth-graders with similar characteristics and test scores in the
eighth grade. Place 50 in higher-level ninth-grade courses. Place 50 in
lower-level courses. What happens? If you said fewer students fail in the higher-
level courses, you are correct. Please read on.
The Southern Regional Education Board conducted a follow-up study of nearly 3,100
students from 44 middle schools and 38 high schools and found:
Ninth-graders who are placed in higher-level courses have a lower failure rate
than students with similar characteristics who are placed in lower-level courses.
This fact begs the question:
Why do we continue to place large numbers of students in lower-level courses where
they have little or no chance of gaining the skills and knowledge they need to succeed?
Here is what we know …
Our studies suggest that students who are assigned to higher-level, more challenging
work are more successful in high school.
We also know that about one in five students in SREB's network of middle grades
schools fails at least one course in the ninth grade, and about 10 percent do not earn
enough credits to stay on track for graduation with their classmates.
Clearly, raising the achievement of high school students requires three actions:
1. Students must be challenged to perform at high levels.
2. Students must be prepared before they enter ninth grade to meet these challenges.
3. Students must be given the extra help and extra time they need to succeed.
Key Findings
- Many students who expect to go to college are not taking the necessary courses in high school.
- Some schools enroll many more students in college-preparatory courses than others. The difference is not explained by differences in students or demographics.
- Enrollment in more demanding courses does not result in more failures. In fact, the evidence suggests that challenging content results in lower failure rates. It appears that many students in all kinds of schools can handle more challenging intellectual assignments than schools are willing to give them.
- Taking algebra or pre-algebra in the middle grades leads to enrollment in higher-level mathematics courses in high school and does not increase failure rates.
- Middle grades schools that successfully prepare students for college-preparatory courses in ninth grade provide extra help and link students with an adult mentor. Successful schools come in many sizes, and their students vary by ethnicity and socioeconomic status.
- Teachers matter enormously; middle grades students who have teachers as advisers are more likely to have educational goals and plans for high school.
- There are simple steps that middle grades and high schools can take to make sure almost all students will be successful in college-preparatory courses.
Now that I've had a chance to look at the report, I think we're seeing confirmation that people rise to expectations.
I notice, too, that this report does not find that differences in college-prep placement can be explained by 'differences in students or demographics.' I'm inclined to believe this, given my own experience here in Irvington. Last year we had, I believe, 40% of 6th graders enrolled in pre-algebra; next year this figure will be subtantially lower.
Reducing the number of students in accelerated math was a plainly stated objective of the middle school administration and math faculty.
We're talking about a super-affluent suburban district spending $18,000 per pupil.
Meanwhile 80% of 8th graders at the KIPP Academy, in the Bronx, pass Regents A. Compared to 40% of kids here.
I continue to find this utterly shocking.
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