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403_M2_AcceleratedClasses - E rin M ancini Karen K...

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Unformatted text preview: E rin M ancini Karen K enney Chanel K eyvan   Increasing the number of minority students in accelerated classes   Despite some improvement, upper ­level mathematics classes are still populated with relatively few black and Latino students.   Naomi Daugherty, co ­president of the Student Council this year said, “It’s time for all students to experience excellence.”   She said she once heard a substitute teacher say he could tell he was in an honors course because there were so few minorities in the room   In 2011, what was the percentage of minority students in honors classes?   A) 11%   B) 23%   C) 37%   D) 48%   Two decades ago, Lee Stiff and William Harvey (1988)             noted that the mathematics classroom is one of the most segregated places in the United States. Closing the achievement gap Questions current teaching practices and if they are really targeting every type of student Questions tracking method Questions if racism still prevalent in schools The minority rate in this country is rising so why aren’t there more minorities in accelerated classes Goal: How can we accomplish getting more minority students in honors classes?   Latino and African Americans do not have many students in accelerated classes, why is this the case?   Is the tracking system, valid or invalid?   Is there a strong community of support from teachers, parents, peers, etc. If not what aspects are missing and what aspects are the most significant?   Are students believing in their own potential   More importantly, are teachers truly believing in students potentials?   What Teachers Think Does Matter   Teacher’s expectations of students affect the way they teach   High expectations lead to more challenging course work, which is proven to benefit students.   “Data from a recent survey of 7th through 12th graders, … reveal that of the African American and Hispanic students polled, about 75 percent of them indicated that they had high expectations for their futures. In contrast, only 40 percent of teachers in schools with large numbers of minority students agreed with students' expectations for themselves.”   According to Goldsmith’s analysis of data from the 1988 National Education Longitudinal Study, school environments play an important role in the success of students.   The study shows that black and Latino students are most successful to least successful in the following order:   1. Predominantly minority schools with predominantly minority teachers   2. Minority students attending predominantly minority schools with a mostly white teaching staff   3. Minority students in predominantly white schools.   On both reading and math tests, Goldsmith found that black and Latino students with a strong belief in their own potential achieved higher than did such students with low expectations.   Research will say the percentage of gifted students should           be proportionate in ethnic group and gender to the general population However, according to the Texas Education Agency… Anglo students comprise 34.8 percent of the student population but 48.4 percent of the gifted population, Hispanics are 47.1 percent of total students but 35.6 percent of gifted students. Black students are 14.1 percent of Texas students but 8.1 percent of gifted students Asians are 3.6 percent of total students and 8.0 percent of gifted students.   What do you think the most effective or important method to get minorities students in accelerated classes?   A) Remove the Tracking System   B) Provide a Culturally Aware Curriculum   C) Provide a more Diverse Set of Mathematics Courses in the School   D) Target Minority Students at an Earlier Age Before High School   E) Provide Teachers Professional Development Opportunities to Reach Minority Students   Expanding mathematical course options in schools   Provide more support in mathematics outside of the classroom and even after they leave your classroom   Believing in student potential   Differentiated instruction to help build students mathematical confidence   These could be future students in your classroom   How can you be a change agent to help close this gap?   How can you be an active role in your students’ lives ?   How can you make a difference among other teachers or current restricting practices in the school?   We noted before that a reason minority students may not be in honors classes is because teachers do not have a strong belief in students’ potentials. In particular, you are at lunch with a group of teachers and one of your co ­workers is talking about how a particular minority student is lost cause. How do you react?   A) You call the teacher out for not believing in the students   B) You choose to re ­direct the conversation by talking about the value in believing in student potential   C)Provide your own account of that particular student’s positive achievement   D) You choose not to say anything   E) You address the teacher one ­on ­one at a later time   Gulick, J. (2010). Minori4es under ­represented in school gi=ed classes. Lubbock Avalanche ­Journal, 1. Retrieved November 14, 2010, from hHp://lubbockonline.com/educa4on/2010 ­11 ­14/minori4es ­ under ­represented ­school ­gi=ed ­classes   Stiff, L. V. (2002). Beliefs and expectations. NCTM News Bulletin.   Stiff, L. V. (2001). Leave no child behind. NCTM News Bulletin, 1 ­3.   Stinson, D. W. (2008). Negotiating the “white male math myth”: African american male students and success in school mathematics. Journal for Research in Mathematics, 41(0), 1 ­31.   Walker, E. N. "Why Aren't More Minorities Taking Advanced Math?" Educational Leadership 65.3 (2007): 48 ­53. ASCD. Association for Supervision and Curriculum Development. Web. 29 Nov. 2011. <http:// www.ascd.org/publications/educational ­leadership/nov07/vol65/ num03/Why ­Aren't ­More ­Minorities ­Taking ­Advanced ­Math¢.aspx>. ...
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