Students need good teachers more than tests

David Drew, a professor of education at Claremont Graduate University, has written extensively about math and science. He writes:

California is about to mandate that all eighth-grade students must pass an algebra test. The policy makers seem to have admirable goals. But they are focusing on diagnosis, not cure. We already know what the problem is.It’s time to fix it.

The Challenge

The global economy demands mastery of technical subjects. Research repeatedly reveals that American students stumble in math and science in middle school and fall down badly in high school. The gatekeeper course is algebra. 

There is nothing wrong with adding a test to the curriculum.

There is something wrong with only adding a test. While the politicians pontificate, California’s students struggle to learn mathematics against staggering odds. 

Suppose that to confront the childhood obesity epidemic, the state of California mandated that every high school graduate had to compete competitively in all decathlon events, including the pole vault. But suppose no additional coaches were hired and there was no additional training of current coaches.   

Fortunately, bold and innovative leaders, including leaders from the private sector, are trying to bring fundamental change to the mathematics education infrastructure. Two new programs hold great promise.

Math for America

One person can make a difference. Billionaire Jim Simons, a successful investor and a mathematics professor, was concerned about the weak math and science skills of American students. With seed money he contributed, about $50 million, and additional funding by others, Simons launched Math for America with a pilot program in New York City. This program recruits outstanding college graduates who have studied advanced mathematics and fully pays for their graduate education as teachers. Furthermore, Math for America gives them a substantial salary bonus for six years once they start teaching. 

The New York fellows had taken an average of 18 math courses in college! 

Math for America is expanding. I serve on the steering committee for a collaborative effort by three institutions in the Los Angeles area: the Claremont Graduate University, Harvey Mudd College, and the University of Southern California. This year we launched the program with a cohort of 12 impressive future teachers. Half will attend USC and half will attend CGU.

These twelve young people are American heroes.

NSF Noyce Scholarships

The National Science Foundation is drawing outstanding college graduates in math and science across the country into teaching through the Robert Noyce Teacher Scholarship program. NSF Noyce Scholarship support contributes $10,000 to their studies for a teaching credential and a master’s degree in return for a commitment to teach for at least two years in a high need school district. The program also supports undergraduates who are majoring in mathematics or a science discipline and preparing to become teachers.

An Inspiring Role Model

At a recent reception, the Math for America fellows were introduced by Pam Mason, the executive director of the L.A. program, who said:

I wanted to be a teacher since the age of 5. There was no way of talking me out of it. At the time I graduated from college I was offered $25,000 a year to work at Rocketdyne or Hughes and I turned it down for $7,000 a year to teach. I loved every day of teaching for the last 35 years and can’t imagine doing anything else. I still remember the excitement I felt my first year of teaching. I felt that same excitement today in working with our new fellows.

We need more teachers like Pam, not more tests.

Comments

[Shay]

One of the biggest problems with Algebra by 8th is the fact that students entering middle school now have had years of Open Court. OC itself isn't a horrible program, but the powers-that-be have dictated that it consume most of each day, leaving almost no time for math, science, social studies, PE, art, music, etc... With barely 30mins of math a day in many cases, it's impossible for students to have the basic skills they need to even attempt Algebra, let alone master it. Students often enter 6th grade not knowing basic multiplication and division skills. How are math teachers supposed to get these kids up to Algebra when many cannot add even small numbers without the aid of a calculator?
This is a big problem.
No matter how many amazing and excellent teachers you throw at the kids in 8th grade, if they can't even work with fractions when they walk in the door, they won't be able to work algebraic equations when they walk out.
Until the district eases up on the OC mandates and realizes that a lock-step 4+ hours a day reading program isn't the magic pill for reading and it only chews up time for all other disciplines, nothing we do will help the students master the other skills they need to succeed.

[missin linq]

there is a smart imput.more good teachers is the answer.teachers are the people who shape our children when they are out away from home.i grew up in a gang infested envioement,single parent home all the negatives,but with a strontg mother and dedicated teachers that believed in what they were doing and felt good doing it ,i turned out pretty good.pay t6he teachers and protect the education process.give them the freedom to teach.take off the restraints.put the fun back in teaching and learning.....