23 Baltimore City Schools Have Zero Students Proficient in Math

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

To prove that you actually know how multiplication works and that you aren't just blindly following a rote procedure. We have calculators for that.

[Anonymous]

Many admin nationwide pretend not to be proficient either such as nothing done =50%

[Anonymous]

I thought it was weird that Baltimore School for the Arts was on this list because I have friends whose kids go there. You can look up data now on individual schools now on the Maryland report card site, and BSA is not at 0% proficiency. 32.3% proficient isn't great, but it is not 0.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

Yes, this. Common Core's emphasis on conceptual understanding went too far. Kids have limited working memory and these types of convoluted problems overtax it. Solving a math problem is showing understanding if they can do it without a calculator. Kids build conceptual understanding as they repeatedly do the procedure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

Yes, this. Common Core's emphasis on conceptual understanding went too far. Kids have limited working memory and these types of convoluted problems overtax it. Solving a math problem is showing understanding if they can do it without a calculator. Kids build conceptual understanding as they repeatedly do the procedure.

I would want to know how many of these "difficult conceptual" questions are on the test. I actually think it's fine that there are some tough questions in there. A well-designed test has to have some way to distinguish the kids who are just getting by, vs kids who are meeting grade-level expectations vs kids who are far ahead of the curve.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

To prove that you actually know how multiplication works and that you aren't just blindly following a rote procedure. We have calculators for that.

Then take away the calculator and put 20 of these questions on the test. They will still take less time to solve than understanding this convoluted problem

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

Yes, this. Common Core's emphasis on conceptual understanding went too far. Kids have limited working memory and these types of convoluted problems overtax it. Solving a math problem is showing understanding if they can do it without a calculator. Kids build conceptual understanding as they repeatedly do the procedure.

I would want to know how many of these "difficult conceptual" questions are on the test. I actually think it's fine that there are some tough questions in there. A well-designed test has to have some way to distinguish the kids who are just getting by, vs kids who are meeting grade-level expectations vs kids who are far ahead of the curve.

I am an engineering major from a top 5 engineering university with several graduate level math courses under my belt, and this question would give me anxiety. On a basic math test I want to see mostly numbers, not words. Occasionally a word problem where I have to translate a real-world problem into an equation. But not this crap where I just want to solve the da*n thing but I have to do all these other useless things first.

[Anonymous]

Now that we have made this about everything other than what it is about:
22% of Maryland students between 3-8th grade are proficient in Math - https://www.wmar2news.com/local/maryland-math-assessment-data-shows-decrease-in-proficiency-among-students?_amp=true

31-33% of Maryland students in 3-5th grade are proficient in Reading

When stats are this bad, it’s not about only race, location, local school system. Education in Maryland is not successful for over half of the students in elementary school.

It’s broken.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Look at the Maryland report card. Carroll County has very little minorities and is farmland. Their schools had some of the best scores. Even the further out rural schools in Maryland are doing better than Baltimore. The focus should be on the disparities in the inner city black students stleast in MD

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Are you dumb? Google it.

Behind what? If you take our top states, they perform as well as the top schools internationally -- many of which have selective populations taking the PISA and what not.

Then if that’s the majority of american children are in fact behind academically and you just proved my point.

The exceptions don’t make the rule.

You are dense af. OMG. so many people on this board are insufferable.

No, you don't get it. The international comparisons have selective populations taking the test--often only the kids identified to continue on at college prep secondary schools take the test at 15. So that we have our whole population taking the test is an unfair comparison. So it makes sense to look at our stronger states--even better, look at how the top 50% of our scorers do--which is what most, though not all, of the PISA test taker do.

It’s apparent you’re dense AF. The majority of american children are behind academically.

It’s called the United States of America. Not a few selected stages of America.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Look at the Maryland report card. Carroll County has very little minorities and is farmland. Their schools had some of the best scores. Even the further out rural schools in Maryland are doing better than Baltimore. The focus should be on the disparities in the inner city black students stleast in MD

west virginia is a white state and is at the bottom of education so????

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here's another example of a third grade math problem kids are bombing:

https://nj.digitalitemlibrary.com/home?subject=Math&grades=Grade%203&view=CCSS&itemUIN=0190-M01039P



Part A

Ms. Williams asked Carlos and Sara to show different ways to find the value of this expression:

4×2×3


Carlos decided to multiply 2×3 first.

Which expression shows what Carlos should multiply next to find the correct value of 4×2×3?


A. 4×2
B. 4×3
C. 4×5
D. 4×6

Part B
Sara explained the way she found the value of 4×2×3 as follows:

Multiply 4×2.
Multiply 4×3.
Add the two products.


Sara made a mistake. Describe Sara’s mistake.

What is the correct value of 4×2×3?

Enter your answer and your description in the space provided.

That last sentence is all that should be in there. Why the F do I need to explain someone else’s mistake?

To prove that you actually know how multiplication works and that you aren't just blindly following a rote procedure. We have calculators for that.

Then take away the calculator and put 20 of these questions on the test. They will still take less time to solve than understanding this convoluted problem

If a student can solve 20 x*y questions but not a single real-world multiplication problem, that's frankly quite useless. They wouldn't be able to do anything that an uneducated person with a calculator could. I'd rather have my kid be able to solve a real-world problem with a calculator.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Are you dumb? Google it.

Behind what? If you take our top states, they perform as well as the top schools internationally -- many of which have selective populations taking the PISA and what not.

Then if that’s the majority of american children are in fact behind academically and you just proved my point.

The exceptions don’t make the rule.

You are dense af. OMG. so many people on this board are insufferable.

No, you don't get it. The international comparisons have selective populations taking the test--often only the kids identified to continue on at college prep secondary schools take the test at 15.

What's your evidence?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Look at the Maryland report card. Carroll County has very little minorities and is farmland. Their schools had some of the best scores. Even the further out rural schools in Maryland are doing better than Baltimore. The focus should be on the disparities in the inner city black students stleast in MD

west virginia is a white state and is at the bottom of education so????

Why does that matter? Those kids are dirt poor and don’t have access to half the resources DC kids do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The focus on inner city black schools is strange. The majority of american children are behind academically.

Evidence?

Look at the Maryland report card. Carroll County has very little minorities and is farmland. Their schools had some of the best scores. Even the further out rural schools in Maryland are doing better than Baltimore. The focus should be on the disparities in the inner city black students stleast in MD

west virginia is a white state and is at the bottom of education so????

DC ranks below WV.

It’s a cultural thing.