AHSNWMath1107

AHSNWMath1107 - Standards, Equity, and the Math Wars Alan...

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Unformatted text preview: Standards, Equity, and the Math Wars Alan H. Schoenfeld University of California, Berkeley Outline: Equity-Related Goals How the Stars Should Align Existence Proofs and Evidence A Motivating Example Some Challenges Some Tools The Truth About the Math Wars Equity-Related Goals Experiential: Meaningful engagement with powerful mathematics for all children . Content & Process: The real stuff! Outcomes: Performance for any demographic group looks like performance for the whole population How the Stars Should Align REAL progress is possible when the following are all in place: 1. Mathematically rich content and process standards; 2. Curricula aligned with those standards; 3. Assessments aligned with those standards; 4. Meaningful PD aligned with those standards; 5. Stability that allows for professional growth & change, and learning from experience. Evidence, 1: Pittsburgh 40,000 students 97 schools (59 el, 19 middle, 11 high, 8 other) 56.4% African American 43.6% White/Other 62.2% Free or reduced price lunch Pittsburgh, Continued A subset of Pittsburgh schools got everything lined up - the new standards- based curricula were consistent with a decade of PD in the district, etc. A matched subset was low compliance: new materials on the shelves, traditional texts in use. White students in weak implementation schools African American students in weak implementation schools White students in demographically similar strong implementation schools African American students in demographically similar s trong implementation schools Percentage of 4 th grade students in demographically matched weak implementation and strong implementation schools who achieved the skills, problem solving, and concepts standard in 1998 10 20 30 40 50 60 70 80 SKILLS PROBLEM SOLVING CONCEPTS Legend Percentage of Students who Met or Exceeded the Standard 10 20 30 40 50 60 70 Year 1996 1997 1998 2000 1999 Skil s Concepts Problem Solving Grade 4 Mathematics Exam Percentage of Students who Scored Well Below the Standard 10 20 30 40 50 60 70 80 90 Year 1996 1997 1998 2000 1999 Skil s Concepts Problem Solving Grade 4 Mathematics Exam Evidence, 2: The 90/90/90 Schools The 90/90/90 Schools have the following characteristics: More than 90 percent of the students are eligible for free and reduced lunch More than 90 percent of the students are from ethnic minorities. More than 90 percent of the students met or achieved high academic standards, according to independently conducted tests of academic achievement. Common Characteristics of the 90/90/90 Schools: Five characteristics that were common to all 90/90/90 Schools were: A focus on academic achievement Clear curriculum choices Frequent assessment of student progress and multiple opportunities for improvement Written responses in performance assessments Collaborative scoring of student work Evidence, 3: The ARC Center Tri-State...
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

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AHSNWMath1107 - Standards, Equity, and the Math Wars Alan...

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