VMPI is not dead

[Anonymous]

This is why VDOE was unconcerned with the EO. They knew they could do everything they'd planned as long as they just didn't call it VMPI.

[Anonymous]

Anonymous wrote:Glen Youngkin (legally this time) ended it in EO1. However they VDOE folks are still trying to keep its ideas alive: https://www.pressreader.com/usa/richmond-times-dispatch-weekend/20220213/282183654473418

They really, really want to keep their ideas. You can give feedback on the math SOL revisions. I had some hope they’d do more teacher directed instruction, more practice, less of the faddish stuff that doesn’t work. Plus they need to preserve advanced math (my computer science major would have been much harder without high school post-APs).

More info on the math SOL revision, a thing that has to happen on a set schedule and was the vehicle for VMPI, here: https://www.doe.virginia.gov/administrators/superintendents_memos/2022/024-22.pdf

Feedback form here: https://docs.google.com/forms/d/e/1FAIpQLSdNJYWjS_7VbO4682TGHfajGnbgZM1Xzhczv9RQKyuBcIg2eA/viewform?usp=sf_link

These are great - thanks OP!

[Anonymous]

Anonymous wrote:The DCUM posters who have taken this site over with their anti-public school posts are really busy today.

It’s very disturbing and it’s not today. It’s been terrible since the pandemic started. And when one thing dies down (opening schools, CRT, masks), they need to keep it up by stirring stuff up. It’s disturbing to see this in real time. It’s no longer venting/parents with concerns.

[Anonymous]

If those in charge of government schools did a better job there wouldn’t be so many people seeking alternatives.

If government schools were even open when they should have been people with means wouldn’t have left to go elsewhere.

DeSantis did a lot for public schools in his state just by creating the environment for them to stay open. I imagine private schools and homeschool support companies wish he hadn’t.

[Anonymous]

Anonymous wrote:If those in charge of government schools did a better job there wouldn’t be so many people seeking alternatives.

If government schools were even open when they should have been people with means wouldn’t have left to go elsewhere.

DeSantis did a lot for public schools in his state just by creating the environment for them to stay open. I imagine private schools and homeschool support companies wish he hadn’t.

Homeschooling jumped from 5.5% in the US to 11% during Covid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The DCUM posters who have taken this site over with their anti-public school posts are really busy today.

It’s very disturbing and it’s not today. It’s been terrible since the pandemic started. And when one thing dies down (opening schools, CRT, masks), they need to keep it up by stirring stuff up. It’s disturbing to see this in real time. It’s no longer venting/parents with concerns.

Very disturbing.

They are clearly trying to stir things up. Maybe it’s the GOP trying to destabilize/destroy public education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The DCUM posters who have taken this site over with their anti-public school posts are really busy today.

It’s very disturbing and it’s not today. It’s been terrible since the pandemic started. And when one thing dies down (opening schools, CRT, masks), they need to keep it up by stirring stuff up. It’s disturbing to see this in real time. It’s no longer venting/parents with concerns.

Very disturbing.

They are clearly trying to stir things up. Maybe it’s the GOP trying to destabilize/destroy public education.

Or maybe, just maybe, I care about math education in public schools.
-OP

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The DCUM posters who have taken this site over with their anti-public school posts are really busy today.

It’s very disturbing and it’s not today. It’s been terrible since the pandemic started. And when one thing dies down (opening schools, CRT, masks), they need to keep it up by stirring stuff up. It’s disturbing to see this in real time. It’s no longer venting/parents with concerns.

Very disturbing.

They are clearly trying to stir things up. Maybe it’s the GOP trying to destabilize/destroy public education.

Or maybe, just maybe, I care about math education in public schools.
-OP

+1000.

[Anonymous]

Anonymous wrote:Also, if anyone is filling out the form, some ideas:

--Allow prob/stats to be taken without the algebra 2 prereq. What little algebra 2 curriculum concepts are required for stats can be taught in < 1 week. Many kids would see far more success in probability than they do in algebraic functions.

--Include less imaginary numbers work in algebra 2. The idea of imaginary solutions is still super abstract for many kids, has no use unless they end up taking much higher level math, and distracts from the actual concepts that are meaningful in algebra 2 (function notation). "No real solutions" should be sufficient, vs. simplifying radicals with imaginary values.

--TBH, the whole algebra 2 curriculum should be scrapped and redrawn. It's 2 concepts repeated ad nauseum all year. 1) Graph functions transformationally
2) Find the solutions to f(x)=0 in various forms
It needs to be rewritten to include basic trig, so that the jump from algebra 2 to precalc isn't so rough and more in depth stats for those who choose prob/stats or AP stats.

--Part of the high school SOLs should be non calculator if you actually want to test math skills. Desmos is great, but it is only great if you understand what you are doing--otherwise it's just kids typing the problem into the computer and hoping they see something where graphs cross at one of the answer choices, or the wacky function on the screen matches the one on their paper.

--IB math should be trashed (okay, that's a pipe dream, lol)

YES!!!! 10000% YES!!!!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:This year, I spent one day on imaginary numbers notes in general level Alg 2. They came up again on the test review day for that unit since they were on that test but they were not a big part of the class. I’m not sure what you are thinking we are doing here, at least at the general level.

I teach algebra 2 also. It comes up over and over again throughout the curriculum. Solving quadratics. Simplifying radicals. We are currently doing inverse functions of quadratics, so once again we have to talk about imaginary numbers. It's a waste. It mucks up the idea of what an inverse is because the kids are worried about restricting domains.

These thoughts/ideas are so useful and helpful (both of you) and as a parent I wish they just asked some actual teachers what needs fixing!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This year, I spent one day on imaginary numbers notes in general level Alg 2. They came up again on the test review day for that unit since they were on that test but they were not a big part of the class. I’m not sure what you are thinking we are doing here, at least at the general level.

I teach algebra 2 also. It comes up over and over again throughout the curriculum. Solving quadratics. Simplifying radicals. We are currently doing inverse functions of quadratics, so once again we have to talk about imaginary numbers. It's a waste. It mucks up the idea of what an inverse is because the kids are worried about restricting domains.

These thoughts/ideas are so useful and helpful (both of you) and as a parent I wish they just asked some actual teachers what needs fixing!

They are asking.

“ An important part of the Standards of Learning review process is the solicitation of comments from K-12 educators, faculty from institutions of higher education, the business community, professional education organizations, citizens, and parents. Please inform personnel in your school division and other stakeholders that they may review the current 2016 Mathematics Standards of Learning and Mathematics Standards of Learning Curriculum Framework and provide comments, suggestions, and feedback by submitting the 2016 Mathematics Standards of Learning Public Comment Submission Feedback Form or by emailing comments directly to [e-mail]. Comments will be received from January 28, 2022 to February 28, 2022.”

“ The VDOE is also seeking K-12 public school educators who are qualified and available to serve on a committee to review and revise the 2016 Mathematics Standards of Learning during the summer of 2022. Applicants must be teachers, principals, administrators, content specialists, or others who have expertise with the content areas and the standards. ”

[Anonymous]

Loudoun County math staff supports VMPI and detracking. They have eliminated algebra for 6th grade, and would like to eliminate pre-algebra as well.

[Anonymous]

Anonymous wrote:Loudoun County math staff supports VMPI and detracking. They have eliminated algebra for 6th grade, and would like to eliminate pre-algebra as well.

VMPI is dead. And LCPS still offers acceleration up to two years ahead of grade level.

What exactly are you whining about?

[Anonymous]

Anonymous wrote:And LCPS still offers acceleration up to two years ahead of grade level.

For now, at a very reduced level.
The county math curriculum staff want to eliminate prealgebra from 6th grade as well, and support detracking in math.

[Anonymous]

"
My goal is to eliminate the choices to take Pre-Algebra and Algebra in 6th grade.
...
I am very passionate about this change and truly believe the only way to stop inequalities in mathematics education is to stop the tracking of students.

"

From a top Loudoun County curriculum staffer