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Steiny: Common Core Redefines “College-ready” Math in a Good Way

Wednesday, February 05, 2014

 

We're going to discuss Common Core today, so take a chill pill. I'm not saying CC (CCSS) presents nothing to be upset about, but getting upset just clouds clear thinking.

CC is not perfect, but it's not Evil Incarnate either. Let's get to know it. Finding the good parts will remind us that we don't really want to return to zero accountability, or 50 different definitions of proficient such as we got from No Child Left Behind, or continued stagnation in achievement. Most importantly, if not Common Core, then what?

Conveniently, CC's lead writers wrote two one-pagers that describe "The Shifts" in thinking that are at the standards' philosophical heart. If you look at no other CC materials, read these. Even educators find digesting the standards a daunting task. But before joining one of the protests out there, be grounded in some original documents. Many CC controversies are bogus hysteria -- alleging the standards require limits on bathroom time -- but some are very real.

One real one is CC's definition of "college ready" in mathematics. Opponents argue fiercely that CC "dumbs down" math expectations by not requiring students to meet the standards for Algebra I until 9th grade. This is a serious worry since Algebra II is the gatekeeper to all but the least-selective colleges. Historically, when urban schools started pushing Alg I into 8th grade, larger numbers of low-income, minority students had more time to became "college ready." CC cuts the timeline close. Struggling math students often need to repeat math classes to reach the "college-ready" benchmark by senior year. Not an insignificant concern. Let's consider it:

The "Shifts" in thinking for math are organized under "Focus," Coherence," and "Rigor."

Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom.

Admit it: that's not so nuts.

So let's make three points:

1. The standards only identify when particular skills will be assessed.

Despite opponents claiming otherwise, standards are NOT a curriculum. CC offers "exemplar" curricular suggestions -- some truly bad -- but by all means, ignore them. Teach whatever and however you like, as long as students are prepared to demonstrate their proficiency in Alg I by spring of 9th grade.

But no standard prevents schools from offering Algebra sooner or providing advanced math to any and all students. Talented kids should progress through the math skill-building sequence that ends with Calculus as fast as their clever heads let them. Shame on schools that don't push all their kids to their highest potential. CC doesn't hold anyone back.

2. The CCSS are only a bottom line, a minimum guarantee.

What does "college-ready math" mean? "Ready" for which college? Community college? The Ivies? There's a huge range. A recently publishedNCEE research report, "What does it really mean to be college and work ready?" found that at any given time, 45% of all American college students are attending community colleges. (News to me.) The great majority of these students bomb basic skills tests, especially in math, and end up paying for remedial classes that do not get them closer to an actual degree or certificate. The report ardently rejects requiring Algebra II of all students. Their research shows that Associates-degree programs and community-college placement tests both require solid 8th-grade skills with only a smidge of Algebra I and Geometry.

Instead, high schools race through a bazillion topics to get through Algebra II without ensuring that every kid has at least a solid set of practical math skills. Who suffers are the largely low-income students at the bottom of the educational food chain. CC's timing offers a stronger guarantee that all students have, at a minimum, those 8th-grade-plus skills that let them be successful in post-secondary pursuits.

3. Colleges themselves need to reconsider the Algebra II requirement.

I am totally gung-ho for the training that Algebra II offers the mind. Totally. But not at the expense of setting up community-college kids for failure -- never mind losing students who give up on high school altogether or any hope of post-secondary training. NCEE reports that only about 5% of jobs require the skills in Algebra II and above. Is it then an impractical "high expectation" that is actually keeping kids down?

Admittedly, the lack of Algebra II would likely keep students out of highly-selective colleges. But frankly, the community-college kids weren't going to Dartmouth, Vassar, or Reed anyway. By all means intrigue, cajole and push the low-income, statistically-least-likely-to-succeed kids so some of them get Algebra II and into selective colleges.

But are we "dumbing down" our expectations of all kids? Or are we recalibrating "college ready" to mean something that will prepare far more students for entry-level college and work? Again, nothing is stopping schools from challenging the daylights out of the students who can handle it.

Julia Steiny is a freelance columnist whose work also regularly appears at EducationNews.org . She is the founding director of the Youth Restoration Project, a restorative-practices initiative, currently building demonstration projects in Rhode Island. She consults for schools and government initiatives, including regular work for The Providence Plan for whom she analyzes data. For more detail, see juliasteiny.com or contact her at [email protected] or c/o GoLocalProv, 44 Weybosset Street, Providence, RI 02903.

 

Related Slideshow: RI Home Schooled Students

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34. Central Falls

Home schooled students per 1,000: 1.1

Total home schooled students: 3

Total public school students in district: 2,694

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

33. Barrington

Home schooled students per 1,000: 3.6

Total home schooled students: 12

Total public school students in district: 3,334

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

32. Providence

Home schooled students per 1,000: 3.7

Total home schooled students: 89

Total public school students in district: 23,827

Note: Data reflects October enrollment period for school year 2013-14.

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31. North Providence

Home schooled students per 1,000: 6.0

Total home schooled students: 21

Total public school students in district: 3,498

Note: Data reflects October enrollment period for school year 2013-14.

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30. Johnston

Home schooled students per 1,000: 6.5

Total home schooled students: 20

Total public school students in district: 3,095

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

29. Lincoln

Home schooled students per 1,000: 7.9

Total home schooled students: 25

Total public school students in district: 3,182

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

28. Pawtucket

Home schooled students per 1,000: 8.0

Total home schooled students: 15

Total public school students in district: 8,953

Note: Data reflects October enrollment period for school year 2013-14.

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27. Westerly

Home schooled students per 1,000: 8.3

Total home schooled students: 25

Total public school students in district: 3,016

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

26. North Smithfield

Home schooled students per 1,000: 8.7

Total home schooled students: 15

Total public school students in district: 1,729

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

25. New Shoreham

Home schooled students per 1,000: 8.8

Total home schooled students: 1

Total public school students in district: 114

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

24. Bristol-Warren

Home schooled students per 1,000: 9.0

Total home schooled students: 31

Total public school students in district: 3,429

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

23. Cranston

Home schooled students per 1,000: 10.05

Total home schooled students: 106

Total public school students in district: 10,552

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

22. South Kingstown

Home schooled students per 1,000: 10.3

Total home schooled students: 35

Total public school students in district: 3,397

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

21. Middletown

Home schooled students per 1,000: 10.6

Total home schooled students: 24

Total public school students in district: 2,267

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

20. Narragansett

Home schooled students per 1,000: 11.5

Total home schooled students: 16

Total public school students in district: 1,396

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

19. East Providence

Home schooled students per 1,000: 12.0

Total home schooled students: 64

Total public school students in district: 5,321

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

18. Glocester

Home schooled students per 1,000: 13.2

Total home schooled students: 7

Total public school students in district: 529

Note: Data reflects October enrollment period for school year 2013-14.

 

Prev Next

17. Smithfield

Home schooled students per 1,000: 13.4

Total home schooled students: 32

Total public school students in district: 2,396

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

16. Cumberland

Home schooled students per 1,000: 13.5

Total home schooled students: 61

Total public school students in district: 4,531

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

15. Burrillville

Home schooled students per 1,000: 14.2

Total home schooled students: 34

Total public school students in district: 2,401

Note: Data reflects October enrollment period for school year 2013-14.

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14. Warwick

Home schooled students per 1,000: 14.6

Total home schooled students: 137

Total public school students in district: 9,393

Note: Data reflects October enrollment period for school year 2013-14.

Photo: Flickr/Ken Zirkel

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13. Jamestown

Home schooled students per 1,000: 15.8

Total home schooled students: 8

Total public school students in district: 507

Note: Data reflects October enrollment period for school year 2013-14.

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12. North Kingstown

Home schooled students per 1,000: 16.5

Total home schooled students: 67

Total public school students in district: 4,056

Note: Data reflects October enrollment period for school year 2013-14.

Photo: Flickr/C. Hanchey

Prev Next

11. Coventry

Home schooled students per 1,000: 16.6

Total home schooled students: 83

Total public school students in district: 4,992

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

10. Portsmouth

Home schooled students per 1,000: 17.0

Total home schooled students: 45

Total public school students in district: 2,647

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

9. Foster-Glocester

Home schooled students per 1,000: 17.3

Total home schooled students: 20

Total public school students in district: 1,153

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

8. Woonsocket

Home schooled students per 1,000: 17.9

Total home schooled students: 106

Total public school students in district: 5,920

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

7. West Warwick

Home schooled students per 1,000: 18.4

Total home schooled students: 63

Total public school students in district: 3,421

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

6. Scituate

Home schooled students per 1,000: 18.7

Total home schooled students: 27

Total public school students in district: 1,448

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

5. Tiverton

Home schooled students per 1,000: 20.3

Total home schooled students: 38

Total public school students in district: 1,873

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

4. Newport

Home schooled students per 1,000: 23.5

Total home schooled students: 47

Total public school students in district: 1,996

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

3. Foster

Home schooled students per 1,000: 25.7

Total home schooled students: 7

Total public school students in district: 272

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

2. Chariho

Home schooled students per 1,000: 26.8

Total home schooled students: 92

Total public school students in district: 3,427

Note: Data reflects October enrollment period for school year 2013-14.

Prev Next

1. Little Compton

Home schooled students per 1,000: 42.3

Total home schooled students: 11

Total public school students in district: 260

Note: Data reflects October enrollment period for school year 2013-14.

 
 

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Comments:

Ms. Steiny, when was there ever a time of zero accountability? Accountability for whom? Students? Teachers? Administrators? School Committees? State DOEs? The Federal DOE? How does CCSS bring about accountability?

As for your question, if not Common Core then what? I'm not ready to abandon CCSS. But I expect more accountability for its flaws from the DOE, state and Federal, who dismiss the concerns of students, parents, and local school committees, and especially from Arne Duncan who believes the problems with CCSS come from white, egotistical, suburban soccer moms.

Comment #1 by John Onamas on 2014 02 05

Common Core Redefines...that's for sure!

Comment #2 by JOJO MONKEY on 2014 02 05

Our education system is broken, every 10 years or so, the DOE, state and local school administration makes changes in teaching because what they are doing is not working. Now let’s think about this, we are paying way too much to have pilot programs that last 10 years that lead to nothing and start all over again while graduating another group of befuddled kids to colleges that scratch their heads wondering what the hell is being taught in cities and towns. But wait, there may be a reason after all, the administrators don't know what they are doing or do they? Maybe it is a way of job preservation, yes that must be it, because if their jobs relied on their performance we would have fired a long time ago. Bottom line, the kids are getting the short end of the deal in education. We are paying experts to solve a problem as simple as possible, educate kids and they can't do it. Time to get rid of the DOE, state and local education administrations and let the teachers teach to their classes what will best serve the class not a blended definition of what should work for everyone no matter what their situation is.
Parents are also getting a short end of the deal, we are paying 50% of our taxes to education and not getting our money worth.

Comment #3 by Gary Arnold on 2014 02 06




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