Concern About Proposed Algebra Curriculum

CT Academy for Education says “NO” to guidelines established by the National Mathematics Advisory Panel and ACHIEVE’s American Diploma Project despite call to benchmark standards

The CT Coalition4 World Class Math expressed shock and disappointment at the Model Algebra I curriculum being developed under a quarter of a million dollar grant from the Connecticut Department of Education. The new Algebra course is the first step in Commissioner Mark McQuillan's ambitious high school reform effort to raise achievement across Connecticut schools.

The model curriculum, even at this draft stage of design, has already provoked serious concerns about its suitability for Connecticut students. Critics complain that the model Algebra course would leave out important topics that most mathematicians agree are essential to preparing students for college and career.

“Connecticut has not had a successful program in mathematics for at least the last 10 years,” said Stanford University’s James Milgram, Professor Emeritus Algebraic Topology. “There is now overwhelming evidence that these mathematics curricula do not work.” Milgram predicts Connecticut will “continue its decline in math outcomes relative to the U.S. and even more dramatically, relative to the rest of the world.”

· A staggering 40% of incoming college freshman at Connecticut colleges and universities need remedial math courses

· Only 5% of college students take higher level mathematic classes necessary in fields such as engineering and finance

· The high remediation rate comes with a steep price as well. It is estimated the state would save $12.5 million annually and students would earn an additional $16.4 million if the remediation rate were lowered

Algebra is considered a gateway course for students, as data by the College Board found a close correlation between completion of Algebra in high school and the ability of students to earn a degree. Nevertheless, students are arriving to our colleges and universities unprepared and in need of remediation. The Accuplacer Exam, developed by the College Board to determine placement in college level courses including mathematics, covers topics that are in keeping with the recommendations of the National Mathematics Advisory Panel and those of ACHIEVE’s American Diploma Project.

The state of Connecticut is a network member of ACHIEVE, an organization created in 1996 by the nation’s governors and corporate leaders, whose goal is to improve the rigor and clarity of the process of standard-setting and testing. The CT Coalition4 World Class Math is disquieted by the drafters’ (CT Academy for Education) dismissal of ACHIEVE and the American Diploma Project.

Achievement in the state as measured by critical indicators (CAPT, CMT, NAEP) is stagnant or declining. “There is clearly something wrong,” says Sandra Stotsky, Professor of Education Reform at the University of Arkansas. “Large percentages of students report taking advanced mathematics courses, such as Algebra II, trigonometry, and pre-calculus. But scores are flat. What is being taught in these courses? Are they being watered down?” questions Stotsky.

Commissioner McQuillan sought to address the poor performance of many Connecticut students in his high school reform proposal known as The Connecticut Plan. “I fear that the disastrous model Algebra course could doom the Commissioner’s entire high school reform effort,” said spokesperson Laura Troidle. “Connecticut citizens are counting on the Department of Education to get this first step right. It will serve as a model for future courses and this could endanger the Commissioner’s desperately needed high school reform effort.”

For more information visit http://www.ctcoalitionforworldclassmath.com/
or email ctmath@sbcglobal.net

He's Back

I was doing some research on Connecticut math standards when I happened across the Connecticut Academy for Education and a reference to the Algebra I Curriculum Project. Channeling the eternal optimist, I wanted to believe that perhaps there was hope and that CT might finally be on the path to joining the ranks of those states with world-class algebra standards.*

One click led to another and I ended up learning that in December 2008, the CT DOE opened up the bidding process for a curriculum grant for the Connecticut Algebra I Model. They don’t appear to have had an overwhelming response given that of 25 available spaces at the bidder’s conference, only 4 were taken. Four. Not yet ready to abandon all hope, I trudged on to the winning proposal submitted by the Connecticut Academy for Education folks.

I was stopped dead in my tracks when I hit page 8, regarding personnel:

“The Steering Committee includes a diverse group of individuals, respected within the state, nationally, and internationally, who will provide vision and guidance for the work. The committee members are Steve Leinwand…”

Leinwand.

This would be the same Steven Leinwand who in February 1994 said, It’s Time to Abandon Computational Algorithms.

"It's time to recognize that, for many students, real mathematical power, on the one hand, and facility with multidigit, pencil-and-paper computational algorithms, on the other, are mutually exclusive. In fact, it's time to acknowledge that continuing to teach these skills to our students is not only unnecessary, but counterproductive and downright dangerous."

The same Steven Leinwand who in September 1998 sealed our doom with CT Math PIRK. The very man who can take all much of the credit for our failing math standards -- earning an “F” as well as a place on the list of “states to shun”. His hand in our state standards is glaringly obvious and the result of his handiwork makes it no surprise that 40% of incoming freshman at Central, Eastern, Southern and Western Connecticut state universities are ending up in remedial math. (Courant)

The same Steven Leinwand who made decisions on which math programs recommended by the Department of Education to the tune of billions of edu-dollars, would be rated “exemplary” or “promising” despite having “personal connections with ‘exemplary’ curricula.” (Math Problems) The very programs which have prompted districts such as my own to sink boatloads of taxpayer money into well-hyped and expertly marketed snake-oil.

Yes. He’s back.

He’s crept back into the Connecticut math standards game and that’s a very, very bad thing.

In fact, I'd say it's "counterproductive and downright dangerous".


*Not surprisingly, Connecticut is NOT on the list of states with standards for Algebra I and II courses. (National Mathematics Advisory Panel Final Report: Report of the Task Group on Conceptual Knowledge and Skills- Figure 2)