Math drop a big test for schools
Educators point to developmental differences for dip
By Berny Morson, Rocky Mountain News (Contact)
Published February 25, 2008 at 12:30 a.m.
Photo by Jacob N. Ware / Special To The Rocky
Math teacher Tammy Maccalous helps LeAnna Ochoa and Chris Umbriaco during class at Bear Creek High School in Lakewood. Maccalous said the school is trying to meet the needs of kids who learn differently through a variety of programs, including tutoring.
Willie Angelo's grasp of math, never firm, took a sharp nose dive just before Christmas.
"Towards the end of last semester, it was all building up," said Angelo, 17, a senior at Jefferson County's Bear Creek High School. "It was too much for me to handle."
So there he was at a recent early-morning tutoring session with his teacher, struggling to learn polynomials - mathematical expressions studded with digits, X's, exponents and parentheses.
He's not alone.
Students across Colorado are struggling with math, according to results of statewide achievement tests.
And the test scores go down as the students get older.
The vast majority of students - 68 percent - scored at the proficient or advanced level in the third grade in tests given last spring under the Colorado Student Assessment Program, or CSAP.
But only 30 percent of 10th-graders scored at that level.
The pattern has been the same for five years - a nearly straight decline between third and 10th grades in the percentage of students who score at the proficient or advanced levels.
The pattern is the same in most of the state's 176 school districts. Jurisdictions that serve more affluent students show more success among 10th-graders. But the proficiency rate of 10th-graders is still lower than those of third- graders in the same district.
CSAP reading scores, on the other hand, do not show the same pattern of decline. Those scores remain roughly level as students advance in grade.
The Colorado Department of Higher Education, in turn, reports that math is the subject in which the most students need remediation, including 44 percent of recent high school graduates entering community colleges and 16 percent entering four-year schools.
Scores on the National Assessment of Educational Progress suggest that older students nationwide have problems in math, with fourth-graders outperforming eighth-graders over the past four NAEP cycles but not in some earlier versions.
The NAEP test is given only in those two grades and only at selected schools in a sampling of states. It is not administered every year.
Trouble in high school
Educators say some students squeak through elementary and middle school math, only to hit a brick wall of abstract concepts in the upper grades, accounting for the decline in test scores.
"They get to high school, and that learning is exponential, and not all kids can learn at the same rate," said Tammy Maccalous, Angelo's teacher, who runs the 7 a.m. tutoring session.
Many school districts have increased their focus on math.
Jefferson County now requires one hour a day of math at the elementary school level, said math coordinator Jill Fellman. The amount used to vary among schools.
At the secondary level, kids who are struggling can find themselves taking an extra period to boost their basic skills.
Educators say the CSAP results give a somewhat distorted picture of how students are doing. That's because the test may not match exactly what's being taught in thousands of classrooms across the state.
Also, students who have trouble reading may not understand the instructions on the math test.
But no one argues that the problem with math is purely a function of the test.
"Math has especially been the great challenge for the state. We are concerned," said Deputy Education Commissioner Ken Turner.
But the state is concerned about other subjects, too, he said.
Educators say schools must become more flexible to meet the different learning styles and developmental levels of students.
"It's my opinion, but I think that it's obvious to me that people learn math at different rates of speed, and the way the school systems are set up - they're essentially in 18-week blocks," said Scott Mendelsberg, who heads Gear Up, the higher education department's program to prepare low-income students for college.
"And so to me, the only kids that get the biggest benefit out of math are the people who happen to learn it in those 18-week blocks."
Some kids need 21 weeks, said Mendelsberg, the former principal of Denver's Abraham Lincoln High School.
Others note that the brain doesn't mature at the same rate in all children, and some kids may not be ready for algebra in the ninth grade.
"Developmentally, you have to be at the right place at the right time in order to get it (math)," said Kelly Hupfeld, a research associate at the University of Colorado's Center for Educational Policy Analysis. "And the way we structure math classes to be essentially identical to other types of classes doesn't fit how kids learn math in different ways along different time lines."
One size does not fit all
Kids don't all get teeth at the same age, said Charlotte Ciancio, superintendent of the Mapleton school district in Adams County.
"Some kids get them when they're 4 months old; some kids get them at 8 months. We're cool with that when they're little," Ciancio said. "As soon as they get into first grade, we suddenly don't care where they are developmentally."
Deep changes are needed in the way schools operate for all kids to master math, Ciancio said.
Meeting the different learning rates of students is at the heart of Gov. Bill Ritter's proposal to emphasize mastery of subject matter as a condition for graduation, rather than passing courses. A bill to enact Ritter's proposal will be introduced in the legislature, probably by the end of the month, said Matt Gianneschi, the governor's education adviser.
Students who struggle with math give explanations similar to those offered by the experts.
LeAnna Ochoa, 18, a Bear Creek junior, said she has trouble in math "because the teachers go too fast."
"When they try to help me, I get it more," said Ochoa, who is in the same class as Angelo.
Ochoa said she understood addition and subtraction in the early grades but has been behind since multiplication and division.
Maccalous, the Bear Creek math department co-chair, said the school is trying to meet the needs of kids who learn differently through a variety of programs, including morning and afternoon tutoring.
Students who did poorly on the eighth-grade CSAP test get a "double dose" of math in ninth grade - a period of basic math facts in addition to the regular Algebra I course.
Meanwhile, some students will be allowed to stretch Algebra II - the highest-level course required for admission to Colorado state colleges - from one year to two years, Maccalous said. That serves the needs of students who don't learn as fast as others.
Students who need more than one year but less than the full two years can fill out the remainder of the course with more advanced work, Maccalous said.
"We have so many kids coming in at so many different levels, and we're trying to help every single kid," Maccalous said.
morsonb@RockyMountainNews.com or 303-954-5209
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February 25, 2008
2:22 a.m.
Suggest removal
onemansview writes:
A graph of the percentage of students scoring proficient and advanced on CSAP math from third grade through tenth grade has a constant negative slope. This is not a problem that suddenly occurs at the later years, it starts in fourth grade and pervades the entire realm of mathematic outcomes. It is directly traceable to inadequate curriculum, inadequate teacher training and inadequate instructional techniques. High school results are merely the culmination of a long disasterous trend.
February 25, 2008
5:45 a.m.
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jane writes:
I agree that the curriculum is grossly inadequate. Most schools are using the Chicago series "Everyday" and "Connected" math, which relies on discovery-based, conceptual learning, rather than on basic skills and algorithms in the upper elementary and middle grades. It's horrible for classroom management and never requires students to master basic skills.
February 25, 2008
7:23 a.m.
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vudumom writes:
onemansview and jane,I couldn't agree more with both of your posts.My children both have a math minds,but I have to force the teachers to step up their math programs.The Everyday Math series is incredibly disfunctional.The teachers have to teach it because the schools have invested millions in this series.My one daughter's 4th grade teacher who has said it is the worst math book she has ever had to teach is disgusted with it.She gave me some books for my daughter who is now in 5th grade so she would learn math better and she is the only one in her class that knows pre-algebra.Her 4th grade teacher is an engineer and extremely intelligent and refuses to teach the exact book.She supplements the math with her own math program and the administration considers her and my daughter's now 5th grade teacher as the black sheep in the school.They won't do anything to them because they are great teacher's.The rest of the teacher's at the school teach exactly to the book and never stray of the path that the administration provides for them.
Once again I had to go over their heads to force my 2nd grader's teacher to teacher her a stepped up math,reading and spelling program.I am the black sheep parent of the school because my husband and I refuse to allow them to dumb down our children.
My 2nd grader's teacher needs to retire.She has no emotion,no creativity and is just going through the motions.She is as inspiring as a oil stain on a driveway.
Meeting the different learning rates should be started in kindergarten,but it is not.If your child is ahead they are dumbed down.If your child is behind they are passed to the next grade anyway,if your child fits their "stay within the lines" curriculum they will do well.The one problem being the curriculum is weak.
There are children in my daughter's 5th grade class that cannot read beyond a 1st grade level,cannot do any 5th grade math and have never more than an "F" on a spelling test and cannot write a sentence that makes sense for any spelling word.These children in 5ht grade are going to be passed on to 6th grade,there are at least 5 or 6 in the 5th grade class that cannot read,write,spell,do even simple math and are actually not failing,you know why? The administration has a secret grading system if you child is behind grade level they are graded on their level.For example: If a child is in 5th grade and reading 1st grade level as long as that child reads the 1st grade level well they are graded as passing,because technically they are reading well,the parents think their child is doing well in school,not realizing they are 4 grades behind.
The schools are doing a grave disservice to these children.they are making it look like the kids are doing fine and they are not.
February 25, 2008
7:33 a.m.
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Art writes:
Math is best learned when it is taught in conjunction with real world lessons. Some schools have started incorporating math in their other areas of learning and have found that this is very helpful. When students taking math without the other areas' involvement complain "why would I ever need to know polynomials" teachers need to understand that this is a valid complaint. Show the students where this knowledge is valuable and how it does interact with other areas of her life and she will be able to learn it much more effectively.
February 25, 2008
9:16 a.m.
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kathyM writes:
NCLB requires schools to have a lock-step curriculum, which ignores the fact that kids develop at different rates.
The "Everyday Math" curriculum is bizarre, but it at least attempts to address the fact that not all kids learn math concepts the same way; and it attempts to integrate math into real-world situations. However, it requires a LOT of parent involvement/ support from home. But the curriculum is SO different that most parents have trouble helping their kids. It's a good idea, badly executed.
February 25, 2008
9:30 a.m.
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onemansview writes:
NCLB requires state-developed standardized testing, it requires NO set curriculum. It does not even have "recommended" curriculi. As far as the "blame the parents" routine, CSAP scores for reading are fairly stable grades 3-10 (about 70%) and for writing (about 50%, while math scores go from about 73% in third grade to 30% in tenth grade. Strange that the same parents blamed above for decreasing math scores manage to do at least an adequate job in maintaining readin and writing skills. Quit blaming the parents and fix the curriculum and instructional failures in the schools.
February 25, 2008
11:31 a.m.
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LOUIE writes:
My daughter does excellent in math and it started when she was a preschooler. She played dominoes, cards, chess, craps, yatzee by age 4. She learned to count money, and handle change, for my customers in my business by 5. My daughter had to earn her allowance, by mastering certain skills in my business, each day in the real world. Now if I can only improve her reading skills! I believe children should be introduced to the professional world as soon as possible; you can't ask them to be or do what they never learned or weren't introduced to. My family owns several businesses and it is a great teacher for my family's next generation. More businesses should become involved with giving children the same opportunity, but child labor laws won't allow that, for good reason. So it's all abstract until a child sees the real applications. Secondly, my daughter goes to school from 7:30 in the morning until 5 in the evening, with an additional 2 - 3 hours of homework. Her school is doing great because of this work ethic, and has made the headlines several times for thier achievements. So, I guess what you're willing to put in, is what you're going to get out. Giving children a work ethic in addition to an academic education is extremely important. I didn't get past the 8th grade, but my children will!
February 25, 2008
12:17 p.m.
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vudumom writes:
LOUIE, You make the most sense out of all the posts. I have instilled that love of learning and my kids love school and are high achievers. My husband and I work with them alot at home and take them on day trips to learn new things and their love of reading is incredible.My 2nd grader reads a 6th grade level.She will sit for hours reading a thick book,because she is so entrenched in the characters.Her teacher in school however will only let her reading group of 4 read one chapter a week.I think it took them months and months to read Charolette's Web.She was bored out of her mind.
I taught my kids the love of learning at a very early age.i was a preschool teacher for many years and had my own preschool.I taught all the children to read proficiently before they started kindergarten.It's not rocket science ,yet the schools can't teach them to read.
Math is fun and my kids love math and are good at it. It does help to have a Mensa husband ,who is a math genius. Math is not my strong suit.My kids have a great work ethic.I have no problems with homework.They study every afternoon and do their chores without being told.It's their jobs.They understand school is their job and they love it. There are alot of parents complaining their kids are behind.It's because they let them get behind.
While their little darlings are out doing more important activities like sports and cheerleading or whatever,I'd like to ask them one question.When your child is playing sports are you out there yelling come on fall down,miss the goal,do your worst,you did a horrible job and I'm so proud! ?Or your daughter in a dance class,are you saying come on fall down,make sure you slip and hurt yourself,I'm so glad I made your pretty make up look like a clown for the Nutcracker Ballet Show you did,You were great when you fell off the stage!? This is what parents are doing by not being tuned into a child's education.When a parent thinks education is not the #1 priority and extra activities become the focus and not school,This is what you are doing to your children,rooting for them to fail.
February 25, 2008
12:47 p.m.
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onemansview writes:
Once again the data argues against the myths. Students involved in extracurricular actvities -- including sports -- have a GPA 0.5 points above those students not involved in extracurricular actvities. So chances are "those little darlings" are peforming above average, not below as seems to have been suggested.
Once again, please explain to me how the same parents who are capable of at least maintaining students in reading and writing are the reason for the narked decline in math performance. How can they be adequate parents in two subjects and inadequate parents in the third?
February 25, 2008
1:06 p.m.
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vudumom writes:
I'm not sayng don't have extra activities.Those are important.When parents put them first and school second that is where the problem is.Your answer to why parents can maintain reading and writing and not math is because the Everyday Math series they are teaching in elementary school is bullshi*!
Does that make sense to you?It's crap and all the good teachers say so and hate it.However the district has let some educational fraud come in and sell them a bad product.The school system has bought it and has invested millions of dollars in it ,including teaching the teachers to understand it( I was told) and all the materials.It is not giving our elementary school students the math foundation that is needed and thus we have students being passed onto the next grade behind and the next and the next and they get into middle and high school and surprise they are behind!
Where are you getting your reading and writing scores for schools?In my children's school no class is reading at 70% and their writing is even worse.I'd venture to say and this is just my opinion of what I have observed while volunteering in my children's school for 6 years now.At least 60-70% of kids are actually at least one grade level below what grade they are in.It is a dirty little secret and the administration is cooking the books so to speak when it comes to grading and the passing students on when they are no where near ready for the next grade.
The math problem is simple.It's the curriculum.
February 25, 2008
1:51 p.m.
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BetterEducated writes:
This for vudumom: When our daughter was in 2nd grade, her teacher was close to my age (mid 50s) and clearly was out of her league with the little ones. She shouted & yelled SO MUCH the first few days, that her voice entirely disappeared and remained missing the whole rest of the year! Naturally this resulted in her furiously whispering at them to Be Quiet and Sit Down while they pretended not to hear.
Luckily, this was our only bad experience in Platte Canyon School District #1 and we would do it all again -- both our daughters having graduated with high honors and excellent educations.
The moral of the story from our perspective was: get as far away from the city as you can.
February 25, 2008
4:25 p.m.
Suggest removal
HolierThanThou writes:
OK, geniuses. Pick on someone your own size. Simplify this:
(-5x² + 3x - 1) + (14x² -5x + 5) = ?
Factor this to the form (x+a)(x+b)...
4x² - 9 = ?
If you can't do it. Then be nice to your math teacher and she might show you how.
And maybe if math teachers were paid a little more than doodle-e-squat. School districts could hire more good people to teach this stuff.
February 25, 2008
8:28 p.m.
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Houstongolfnut writes:
The cause is simple. Too much teaching time is spent on the wonders of socialism, diversity and multiculturalism. There is little time left for the subject matter in the book under the desk.
February 25, 2008
8:55 p.m.
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vudumom writes:
HolierThanThou,the schools no longer use x anymore it has been replaced with, * ,that's the new Everyday math.They use a * to symbolize muliplication.Where you been?
I'll ask my daughter tomorrow the answers to your math.I think she knows this.If not definately my husband.Math is not my strong suit.
February 26, 2008
4:28 p.m.
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TheRaven writes:
What a surprise...the longer kids stay in the public school environment the dumber they get! Who would have suspected that?
But let's not upset the narcissistic parents who care more about how they feel about themselves then they do about their kids' futures. They don't want the truth, and Lord knows they don’t want to actually have to invest time and money into their kids’ education, so let's spare them. (Sarcasm Button "Off," now)
February 27, 2008
2:47 p.m.
Suggest removal
Usually_Quiet writes:
vudumom, it's "tomorrow" and I am forwarding a message from a teacher friend. She was so angry she asked me to post.
POSTED:
OK, geniuses. Pick on someone your own size. Simplify this:
(-5x² + 3x - 1) + (14x² -5x + 5) = ?
Factor this to the form (x+a)(x+b)...
4x² - 9 = ?
If you can't do it. Then be nice to your math teacher and she might show you how.
And maybe if math teachers were paid a little more than doodle-e-squat. School districts could hire more good people to teach this stuff.
VUDO MOM'S REPLY!!!
HolierThanThou,the schools no longer use x anymore it has been replaced with, * ,that's the new Everyday math.They use a * to symbolize muliplication.Where you been?
I'll ask my daughter tomorrow the answers to your math.I think she knows this.If not definately my husband.Math is not my strong suit.
MY RESPONSE:
Vudomom, the x in the problem above is NOT in the place of a multiplication sign it is a VARIABLE. PLEASE SUPPORT ALL TEACHERS AS THE DO THEIR BEST TO MEET THE NEEDS OF ALL. Signed the underpaid and tired of trying to teach the nonsupporting parents of varying levels of curricula and instruction to a wide range of students.