Is it time to end the 50% rule in math?

[Anonymous]

Math is a subject that builds on itself from year to year. It is incredibly hard to learn Algebra 2 if you passed Algebra 1 with a 59.5%. With 50% rule, the understanding level may be even less. Maybe we need to look for alternative options.

Option 1: Instead of 50% rule, would it be better for students to retake a class? MCPS allows students to replace an old grade with a new grade. This would boost the GPA and make sure students have enough background to move to the next level.

Option 2: Maybe we should not even grade math with a letter grade. Maybe we should determine what objects they have learned, allowing them to continue to move forward at their own pace. The transcript could instead say what level of math they were studying each school year.

Are there any other options out there that would better serve our students?

[Anonymous]

Physics teacher here. I get the kids that supposedly passed algebra and have no number sense and can't rearrange F=ma. I think we need to stop giving letter grades in math at all before high school courses, and switch to a true standards based, student paced process in the elementary and middle school grades before students take Algebra. Rather than just moving kids from course to course (math 5 to math 6 to math 7 etc.) ensure that they meet a proficient level across all standards before they can take Algebra. Letter grades in high school courses will be fine, if kids are actually prepared and ready for the courses before they take them.

[Anonymous]

Here's the thing, if you did either of those things you would be terrified of the number of kids that cant accomplish " the standards". It would call for a complete redesign of instruction for probably half of the children in school. There isn't a school system in the country that will do that. They will continue to pass along so the graduation rates look good.

[Anonymous]

So, you want to dumb down standards! 50% is absurd but it’s still failing

[Anonymous]

Anonymous wrote:Math is a subject that builds on itself from year to year. It is incredibly hard to learn Algebra 2 if you passed Algebra 1 with a 59.5%. With 50% rule, the understanding level may be even less. Maybe we need to look for alternative options.

Option 1: Instead of 50% rule, would it be better for students to retake a class? MCPS allows students to replace an old grade with a new grade. This would boost the GPA and make sure students have enough background to move to the next level.

Option 2: Maybe we should not even grade math with a letter grade. Maybe we should determine what objects they have learned, allowing them to continue to move forward at their own pace. The transcript could instead say what level of math they were studying each school year.

Are there any other options out there that would better serve our students?

NO

[Anonymous]

Yes. It is time to end the 50% rule especially in math. I’m another physics teacher and it is shocking to me how many kids have such a weak number sense and grasp of algebra. And the kids are completely dependent on using their calculator for the most basic calculations

[Anonymous]

The problem starts in elementary school OP

[Anonymous]

Education has prioritized quantity over quality in the name of equity. The middle school math teachers stuggle with students still doing math on their fingers who are expected to factor equations and other complex math skills. Admin says “meet them where they are at” but we have little clue what instructional advice that means.

[Anonymous]

This is the dumbest idea ever. The 50% rule isn't the problem.

[Anonymous]

Private school parent here. Our school doesn't allow students to advance if they don't master the previous course. Hence, after a year of virtual learning during covid, most students who were doing Algebra I in 7th grade had to repeat it in 8th grade. Luckily we entered the school in HS and my daughter (who was in person entire 20-21 school year) tested into Algebra 2 for 9th grade while most 9th graders are doing geometry. She's doing great, but is only one of two 9th graders in her class. What's great is the class is rigorous and not dumbed down to accommodate other 9th graders who didn't master previous material.

Public schools used to be so good with math, but I fear those days are ending. My older child did MCPS through 8th grade years ago and had an excellent preparation for HS math.

[Anonymous]

Anonymous wrote:Education has prioritized quantity over quality in the name of equity. The middle school math teachers stuggle with students still doing math on their fingers who are expected to factor equations and other complex math skills. Admin says “meet them where they are at” but we have little clue what instructional advice that means.

So if kids have poor foundational skills, whose fault is it? Seems to me it has something to do with the quality of the instruction in elementary school.

[Anonymous]

Here’s the problem: the most important years in a child’s education are k-5. Yet, the lower third of every college graduating class go into teaching (if they go into elementary education at all). See the issue?

[Anonymous]

Anonymous wrote:Private school parent here. Our school doesn't allow students to advance if they don't master the previous course. Hence, after a year of virtual learning during covid, most students who were doing Algebra I in 7th grade had to repeat it in 8th grade. Luckily we entered the school in HS and my daughter (who was in person entire 20-21 school year) tested into Algebra 2 for 9th grade while most 9th graders are doing geometry. She's doing great, but is only one of two 9th graders in her class. What's great is the class is rigorous and not dumbed down to accommodate other 9th graders who didn't master previous material.

Public schools used to be so good with math, but I fear those days are ending. My older child did MCPS through 8th grade years ago and had an excellent preparation for HS math.

Yawn, you keep posting about your private school the has no relevance to MCPS. Many kids did just fine in Algebra virtually, like mine. Maybe there is an issue with your private school if your child had to repeat a class. Or, why didn't you help them or get a tutor or have them do a summer prep or review class? Algebra 2 is nothing to brag about in 9th. Some of our kids are doing Algebra 2 in 8th.

[Anonymous]

I think we need to get rid of the 50% rule and go to a traditional grading system. This means that all work is GRADED (not just checked for completeness). A multitude of grades helps to keep kids average from plummeting from a bad score. If this isn’t enough, I support extra credit opportunities where students can do extra work for extra credit. This provides both extra practice to help struggling students and inspiration for advanced students. Retests should not be given as a matter of course, but I support allowing some extra credit for completing corrections. Final exams should be reinstated. Finals provide an incentive for students to study for mastery and not just to remember something long enough to get through a test. It also allows assessment (at least at one specific moment of time) of how much course content a student is able to use. (As an aside, one of the most effective teaching strategies I personally experienced was in my Algebra class where the teacher gave us a very short daily quiz that could be taken from any material covered in the course. It was like a daily miniature final. I don’t necessarily think it should be instituted in every class, but it vividly illustrated the value of holding students accountable, at some point, for all material covered in a course.)

I think calculators should be forbidden for all math below high school level. Students need to develop not only the skills to solve problems without calculators, but also a sense of what type of answers should be expected. If is too easy to rely on calculators and not register that an error in keying a problem could give you an incorrect answer. All kids should know their basic facts. Any attention that has to be diverted to strategies to determine a basic sum/difference of product/quotient means less to focus on solving a problem which may require concentration to incorporate new concepts or to use advanced reasoning to determine and carry out a correct strategy.

I think kids should have textbooks and that parents should be able to see their tests. Textbooks will help the child learn the material, will let parents help their children as necessary, and will let the parents see if the approach being taught actually makes sense. If the curriculum is flawed, parents will be able to see the weaknesses and try to get things changed instead of waiting years for the possibility of a curriculum audit to reveal that thousands of children were ill served by a bad curriculum.

I think there should be flexible ability grouping (not tracking) in elementary school. Unless you’re going to completely ignore on-level and advanced students, any time spent on their instruction takes away from time and attention that could be focused on helping struggling students. Meanwhile, those on-level and advanced students certainly aren’t reaching their potential. Flexible ability grouping would allow all students to be taught at their approximate level, maximizing the effectiveness of instruction. Here’s an article describing the effective use of flexible ability grouping in MCPS. We allow older students to take basic, honors, AP/IB levels of classes, and to switch back and forth (If a student does well in Algebra, they might try Honors Geometry, or if a student struggles with Honors Geometry, they might want to take the basic level of Algebra 2 the next year, or even drop down to the basic level of Geometry). We allow some leeway for students to start advanced math (beginning with Algebra) based on their readiness. We recognize with older students that at any given time, students will have different levels of interest and ability. We need to acknowledge that pre-algebra, they’re not identical clones that should be treated the same, but individuals who would benefit from having a full class taught at their level to help them progress to the next level.

http://www.washingtonpost.com/wp-dyn/content/article/2007/11/03/AR2007110301167.html?sid=ST2007110301386

[Anonymous]

Dump the 50% rule as well as the limit on the number of assignments a teacher can give. Only allowing 8-12 practice (homework) assignments per quarter is destroying competence and academic self-confidence. The current system is a disaster.