What's a parent to do?
Many NYC schools have embarked on a grand experiment, using radically different and unproven materials and methods for mathematics education.
What should parents do?
I. PARENTS MUST ENSURE THE MATHEMATICS LEARNING OF THEIR OWN
CHILDREN
This may not be an easy responsibility to fulfill, but parents should
not assume that the educational system will sufficiently provide for
their children's needs, even if their children get good grades in
math.
How can parents fulfill this responsibility?
NYC schools adhere to three math standards documents, two written
specifically for NYC: NYC
Edition of the New Standards Performance Standards for Mathematics
which are based on the NCTM standards and define expectations at three
levels only: 4th, 8th and 10th grades. These standards are vague,
focus on constructivist pedagogy and prescribe a "fuzzy" approach,
lacking rigor, an algorithmic approach and formal methods found in
traditional, college preparatory math standards (see Bill Quirk's analysis); and A Standards Based
Scope and Sequence for Learning which in some senses reflects the
New Standards Performance Standards for Math, but offer grade specific
content standards, K-8. The third standards document relevant to NYC
is the New York
State Learning Standards for Math, which define expectations at
three levels of study: elementary, intermediate and commencement.
Parents may also refer to the NYS Resource guide with
Core Curriculum which expands on the NYS Learning Standards and
defines expectations in two-grade bands through 8th grade and Math A
and Math B.
Over the past several years every state has adopted new math
standards, of widely varying quality. (See the Fordham Foundation's
comparative evaluations of state math standards, done in detail in a
1998
Report and updated in a 2000 Report.) NYC HOLD
strongly endorses the California Mathematics Content
Standards. California's standards have been widely acclaimed as
the best in the US, world class, rigorous, coherent, and articulate
expectations in clear and objective, grade specific terms.
The learning objectives should be kept in mind when reviewing a
textbook. Parents can think about which learning objectives can be
achieved by using the textbook and which will need extra experiences.
In most of the "reform" math programs, texts are not used, making the
task of identifying what is being taught in school and assessing your
child's progress, extremely difficult.
Students need to spend sufficient time working on mathematics at
home. They need a reasonable work environment and good study skills as
well. They may need supplemental materials to study in order to meet
their needs.
This means more than just looking at the grades that come home from
school. Parents can watch their children do math to learn what they
can and cannot do. Parents can give problems to their children to
evaluate their progress. Parents can refer to the NYC, NYS or
California learning objectives and monitor progress toward these goals
throughout the year.
This may mean parents have to work with their children themselves, or
encourage the teacher to provide supplemental instruction. Parents may
enroll their children in an afterschool class or tutoring school, or
pay for sessions with a private tutor. Whatever might be required, it
is up to parents to take the initiative to ensure that their
children's needs are satisfied.
Singapore Math Books. These textbooks closely follow the latest
Mathematics Syllabus issued by the Singapore Ministry of Education.
Singapore students consistently place first in the world in
international assessments. The textbooks require a degree of
mathematical knowledge on the part of the instructor. For information
on ordering, call 503.722.5671 or go to their Web site. A placement test is
available to assess your child's level of mastery and the appropriate
course level.
Saxon Math Books. These are widely used by US homeschoolers, and
their elementary series meets the rigorous standards for use in
California schools. For information on ordering, call 1.800.284.7019
or go to their Web site. A
placement test is available to assess your child's level of mastery
and the appropriate course level.
California textbook adoptions. In California, K-8 math programs must
be sanctioned by the California State Board of Education to receive
state funding. The approved programs have been determined to comply
with the state's rigorous mathematics standards Please note that some
of the texts on the state adoptions list are California editions, when
ordering specify this. For the list of the adopted programs see here.
Some schools offer traditional math instruction in after school
classes. Some of the classes are arranged for and funded by the
school's Parents Association. After school and weekend classes are
offered at many NYC tutoring schools. The names of some schools
parents have recommended: Huntington Learning Centers, Sylvan Learning
Centers, Kumon Centers, Score!, and Math-1-2-3. There are many very
reasonably priced tutoring schools located in the Chinatown area in
lower Manhattan.
Private math tutor fees normally range from $80 to $250 per hour. Ask
friends and acquaintances for referrals. Some currently employed
teachers with the NYC BOE tutor privately. Teachers are authorized to
tutor students, except those who attend the school at which they are
employed. Parents may inquire at their child's school for a list of
teachers who provide math tutoring, employed at schools nearby.
Parents may consider hiring a responsible high school student to tutor
their younger children. Parents might inquire first about student
referrals in the offices of Stuyvesant, Bronx Science and Brooklyn
Tech.
II. PARENTS CAN HELP ADVOCATE FOR RIGOROUS COLLEGE PREPARATORY
MATHEMATICS PROGRAMS IN OUR SCHOOLS
This too may not be an easy responsibility to fulfill, however parents
should view their participation in efforts to press NYC schools to
provide their children the right to quality mathematics programs and
instruction an imperative, and their civic responsibility.
How can parents fulfill this responsibility?
Some schools and districts maintain a parents' library where copies of
the school's math programs and other relevant material may be
reviewed. Parents can visit the Web sites of the publishers of their
children's' math programs. (A quick Google searchwill bring up their
Web sites.) Parents can visit education Web sites (such as ours and
www.mathematicallycorrect.com) that provide program reviews, research,
information on the program's adoption in other regions of the country,
and about the philosophy and history of the current US school math
reform.
Parents can make inquiries and share information with other parents at
their childrens' schools, arrange to visit classrooms, schedule
meetings with classroom teachers and administrators, ask for
information and initiate discussions about math instruction at PA/PTA
and SLT meetings.
Although the tests are shrouded in secrecy, there is some information
available to parents at the NYC and NYS DOE Web sites. (see
http://www.nycenet.edu/daa/test_info/ and ) Parents can make inquiries
about test content in discussions with their child's classroom
teacher. Any parent or legal guardian has the right to review their
child's performance and the actual test, from the previous
year. Parents may schedule a time for this review with the director of
assessment at their local district office. Note taking is allowed,
photo copying is of course prohibited.
Parents can research their school and other schools by visiting the
NYC DOE Web site to access information posted on official school and
district Web sites (see http://www.nycenet.edu/dist_sch/ and); in
school and district annual reports, in city and state assessment
reports and various reports and analysis made available through the
Division of Assessment and Accountability. (see
http://www.nycenet.edu/daa/ and
http://www.emsc.nysed.gov/ciai/mst/math.html
Parents can share information with other parents informally and at
PA/PTA and School Leadership Team (SLT) meetings. Parents can share
information by speaking and/or distributing literature at districtwide
meetings, such as meetings of the Presidents Council, Title I/PCEN
Parent Advisory Council and the community school board. Parents can
share information by speaking and/or distributing literature at
citywide parent meetings, such as meetings of the Chancellor's Parent
Advisory Council (CPAC) and the United Parents Association (UPA)
Parents can relay to classroom teachers, principles, district and
central board education officials, their experiences, concerns and
suggestions, and express their values and standards for their
children's mathematics education.
Parents can cc letters they have written to educators to city and
state elected officials, most importantly to Mayor Bloomberg. Parents
can write letters directly to their elected officials. Our elected
representatives have a responsibility and a duty to be informed of NYC
parents' experiences, concerns, suggestions and opinions regarding the
public education of their children. And, most importantly our elected
officials have a duty to understand, support, and advocate for
parents' values and standards for their childrens' education.
The press can be a valuable ally to parents as a means for the
dissemination of information and perspectives to the larger parent
community and the general public, and to hold the system accountable
by helping to "persuade" education policy makers and elected officials
to take seriously parents' concerns and desires for improvement in the
quality of their children's education. Parents can submit letters to
the editor or op-eds to local and citywide newspapers. Parents can
contact news reporters and columnists with story ideas.
Parents can join our email list to receive
news, updates, information and announcements of upcoming events or
activities. Parents can join us in future advocacy efforts, such as
letter writing campaigns, open letters, petitions, speak outs, public
forums and meetings with education officials and elected
representatives. Parents can volunteer technical services or provide
other knowledge or skills to help us meet our goals Parents can share
suggestions and ideas with NYC HOLD for how we can effectively
advocate for a system in which quality mathematics instruction is a
privilege extended to all our city's children and in all our schools.
(Please email your suggestions to nycholdnational@gmail.com).
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