[Updated March 14]
A local school district spokesperson was quoted in a Feb. 27 column in The Spokesman-Review. According to column author Chris Cargill, of the Washington Policy Center, the district spokesperson said: “Instead of criticism, we’d like some help” (“Schools don’t shine in index”). The quotation made me laugh. What kind of help would that be, exactly?
- For four years and six weeks, I’ve tried to persuade central-office administrators to adopt math materials that will get our children to college readiness in math. They don’t appear to want that help. On March 14, the executive director of instructional programs told parents the district wouldn't replace Connected Mathematics for at least two more years.
- I’ve tried to persuade a few principals to allow me to begin a free tutoring program in arithmetic. Other community members also have tried this. The district doesn’t appear to want that help.
- I’ve been asking questions since January 2007. I write this blog. I’ve written a book. Central-office administrators and a quorum of board directors appear uninterested in my research, my desires as a parent, my daughter’s needs, or what would cause me to spend four years in this way. Occasionally, I get a glimpse of what some of them think about me and my efforts to help the children. Often shockingly arrogant and immature, their comments also indicate they haven't budged an inch on reform math.
- I’m working now with two STEM professionals to give people the information they need to help their children and grandchildren. Administrators definitely don’t want that help. They continue to argue passionately for their approach. It’s obvious to everyone but them that this approach completely fails the children.
- Effective teacher
- Prepared student
- Efficient and effective curriculum (learning materials)
- Focused and effective learning environment
I built the Square of Effective Learning because administrators and instructional coaches continually divert the conversation away from the math materials. Spokane’s K-8 math materials have been criticized across this country, from border-to-border and from coast-to-coast since their inception. They have wreaked devastation in every community, every income level, and every ethnicity. Spokane’s leadership has so far refused to replace its K-8 materials with math textbooks that are efficient, effective and sufficient.
- high remediation rates in college in math and English
- low pass rates on state tests that required less than 60% to pass
- low levels of student skills, to a point where students know almost no grammar, can’t add fractions together, don’t understand the number line, and can’t accurately subtract simple numbers without the use of a calculator
- a net loss of thousands of full-time-enrolled students
- high dropout rates, even in middle school
- complaints from parents and community members
- ever-increasing expenditures per student
Please note: The information in this post is copyrighted. The proper citation is
Rogers, L. (March 2011). "Poverty NOT the problem with K-12 math." Retrieved (date) from the Betrayed Web site: http://betrayed-whyeducationisfailing.blogspot.com/