23 Baltimore City Schools Have Zero Students Proficient in Math

[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????

Poor white kids outrank wealthy POC on many assessments; throwing money at a problem doesn’t help.

[Anonymous]

Anonymous wrote:

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.

It's not useless. That fact knowledge is the base for kids tackling higher level problems down the road. But because today's math spends so much time on mental math figuring out products instead of memorizing them, kids never become automatic with their facts. You can't combine and reduce fractions easily if you have to spend additional time mentally calculating their factors; kids will get frustrated and just give up. We have spellcheckers and yet we still teach kids how to spell.

[Anonymous]

Kids need basic math skills to function in society. A house painter needs to know how to estimate area covered in order to quote interior and exterior paint jobs.

A landscaper needs to know how to estimate area to quote mulch jobs.

Both of these are occupations for high school grads but they need to know how to figure area calculations.

[Anonymous]

Anonymous wrote:

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?

DP but here's one example:
https://www.brookings.edu/research/pisas-china-problem/

[Anonymous]

Anonymous wrote:The overall pass rate on the math test for Baltimore City Schools in 7%.

So the fact that there are 23 schools with 0 students who passed is hardly surprising, right? I mean, especially in schools where students already were behind before.

The question I ask is this: is the math curriculum BCPS is using an appropriate one for providing rapid remediation in math? I am a teacher and I know how to teach elementary math, but the curriculum my school district provides is meant for students who are working on grade level. If students lack foundational math skills we are supposed to provide small group remediation and to tailor the lessons so they can be successful despite not knowing basic math. But those types of adaptations don't actually improve their skills. They just allow us to pass the student on to the next grade level.

This is disheartening. I would have thought that small group remediation would have attempted to backfill gaps in prior math knowledge. Are the gaps too big/time too short that they don't/can't try to do that? How can kids be successful on a lesson if they don't know the underlying math; what kinds of adaptations are being taught to get around that?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The overall pass rate on the math test for Baltimore City Schools in 7%.

So the fact that there are 23 schools with 0 students who passed is hardly surprising, right? I mean, especially in schools where students already were behind before.

The question I ask is this: is the math curriculum BCPS is using an appropriate one for providing rapid remediation in math? I am a teacher and I know how to teach elementary math, but the curriculum my school district provides is meant for students who are working on grade level. If students lack foundational math skills we are supposed to provide small group remediation and to tailor the lessons so they can be successful despite not knowing basic math. But those types of adaptations don't actually improve their skills. They just allow us to pass the student on to the next grade level.

This is disheartening. I would have thought that small group remediation would have attempted to backfill gaps in prior math knowledge. Are the gaps too big/time too short that they don't/can't try to do that? How can kids be successful on a lesson if they don't know the underlying math; what kinds of adaptations are being taught to get around that?

There's just no way to magically create extra teaching time, so you can "cover" the grade level standards as well as provide the actual instruction and practice the kids need on lower skills.

Especially if you just have, say, 4 students in grade 5 who still need to work on learning their multiplication facts. They don't just need a little "mini-lesson" here and there. They most likely need direct instruction with lots of repetition and opportunities for feedback. That won't be a quick thing you can squeeze in, here and there, in a small group lesson. And if they lack that one foundational skill chances are really good that they also lack other foundational skills, like the ability to understand equivalent fractions and factoring. If you don't just "know" that 6x3=18 you likely won't recognize that 3/18 = 1/6 so everything will be much slower for them.

And then they just give up.

[Anonymous]

There are 52 weeks in a year, 7 days a week, 24 hours a day.

Schools are open on average 8 - 3 Monday to Friday 36 weeks a year.

There is plenty of extra time there for remedial teaching, the funding and recruitment just needs to be put in place.

Why not hire apprentice teachers?- people who just graduated with say a BA in Maths and put them in a classroom alongside a qualified teacher trainer and let them have a support role lightening the teachers load while learning the craft gradually.

[Anonymous]

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?

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????

Poor white kids outrank wealthy POC on many assessments; throwing money at a problem doesn’t help.

Our measures for poverty are pretty blunt. For the most part when you look at academic achievement you’re just getting free and reduced lunch-eligible vs not eligible, and those are huge ranges. So while it may feel like you can compare “poor kids” to “poor kids,” it’s not easy to do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The overall pass rate on the math test for Baltimore City Schools in 7%.

So the fact that there are 23 schools with 0 students who passed is hardly surprising, right? I mean, especially in schools where students already were behind before.

The question I ask is this: is the math curriculum BCPS is using an appropriate one for providing rapid remediation in math? I am a teacher and I know how to teach elementary math, but the curriculum my school district provides is meant for students who are working on grade level. If students lack foundational math skills we are supposed to provide small group remediation and to tailor the lessons so they can be successful despite not knowing basic math. But those types of adaptations don't actually improve their skills. They just allow us to pass the student on to the next grade level.

This is disheartening. I would have thought that small group remediation would have attempted to backfill gaps in prior math knowledge. Are the gaps too big/time too short that they don't/can't try to do that? How can kids be successful on a lesson if they don't know the underlying math; what kinds of adaptations are being taught to get around that?

There's just no way to magically create extra teaching time, so you can "cover" the grade level standards as well as provide the actual instruction and practice the kids need on lower skills.

Especially if you just have, say, 4 students in grade 5 who still need to work on learning their multiplication facts. They don't just need a little "mini-lesson" here and there. They most likely need direct instruction with lots of repetition and opportunities for feedback. That won't be a quick thing you can squeeze in, here and there, in a small group lesson. And if they lack that one foundational skill chances are really good that they also lack other foundational skills, like the ability to understand equivalent fractions and factoring. If you don't just "know" that 6x3=18 you likely won't recognize that 3/18 = 1/6 so everything will be much slower for them.

And then they just give up.

It sounds like they need to be in a separate class full-time where curriculum matches their readiness. Assuming there is the will, how would you do this? Can year-long math classes be offered by topic rather than grade; you'd have a wide range of ages but the instruction would be matched to their needs.

[Anonymous]

Anonymous wrote: There are 52 weeks in a year, 7 days a week, 24 hours a day.

Schools are open on average 8 - 3 Monday to Friday 36 weeks a year.

There is plenty of extra time there for remedial teaching, the funding and recruitment just needs to be put in place.

Why not hire apprentice teachers?- people who just graduated with say a BA in Maths and put them in a classroom alongside a qualified teacher trainer and let them have a support role lightening the teachers load while learning the craft gradually.

Who on earth with a BA in Math wants to $50k/year as a teacher?

[Anonymous]

Em.. current Maths teachers !

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The overall pass rate on the math test for Baltimore City Schools in 7%.

So the fact that there are 23 schools with 0 students who passed is hardly surprising, right? I mean, especially in schools where students already were behind before.

The question I ask is this: is the math curriculum BCPS is using an appropriate one for providing rapid remediation in math? I am a teacher and I know how to teach elementary math, but the curriculum my school district provides is meant for students who are working on grade level. If students lack foundational math skills we are supposed to provide small group remediation and to tailor the lessons so they can be successful despite not knowing basic math. But those types of adaptations don't actually improve their skills. They just allow us to pass the student on to the next grade level.

This is disheartening. I would have thought that small group remediation would have attempted to backfill gaps in prior math knowledge. Are the gaps too big/time too short that they don't/can't try to do that? How can kids be successful on a lesson if they don't know the underlying math; what kinds of adaptations are being taught to get around that?

There's just no way to magically create extra teaching time, so you can "cover" the grade level standards as well as provide the actual instruction and practice the kids need on lower skills.

Especially if you just have, say, 4 students in grade 5 who still need to work on learning their multiplication facts. They don't just need a little "mini-lesson" here and there. They most likely need direct instruction with lots of repetition and opportunities for feedback. That won't be a quick thing you can squeeze in, here and there, in a small group lesson. And if they lack that one foundational skill chances are really good that they also lack other foundational skills, like the ability to understand equivalent fractions and factoring. If you don't just "know" that 6x3=18 you likely won't recognize that 3/18 = 1/6 so everything will be much slower for them.

And then they just give up.

It sounds like they need to be in a separate class full-time where curriculum matches their readiness. Assuming there is the will, how would you do this? Can year-long math classes be offered by topic rather than grade; you'd have a wide range of ages but the instruction would be matched to their needs.

DP, I completely agree. But currently it seems really out of vogue to separate classes by ability level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

It's not useless. That fact knowledge is the base for kids tackling higher level problems down the road. But because today's math spends so much time on mental math figuring out products instead of memorizing them, kids never become automatic with their facts. You can't combine and reduce fractions easily if you have to spend additional time mentally calculating their factors; kids will get frustrated and just give up. We have spellcheckers and yet we still teach kids how to spell.

We need to teach BOTH rote memorization and conceptual understanding. As the "how old is the shepherd?" word problem video shows, there will always be some kids who can do the former without being able to do that latter.

[Anonymous]

Anonymous wrote:Em.. current Maths teachers !

There is a massive shortage of Math teachers. Because not many people with a BA in Math want to work for $50k.

Also, in many states you can be a math teacher with just a degree in “education.” Not a BA in Math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

It's not useless. That fact knowledge is the base for kids tackling higher level problems down the road. But because today's math spends so much time on mental math figuring out products instead of memorizing them, kids never become automatic with their facts. You can't combine and reduce fractions easily if you have to spend additional time mentally calculating their factors; kids will get frustrated and just give up. We have spellcheckers and yet we still teach kids how to spell.

We need to teach BOTH rote memorization and conceptual understanding. As the "how old is the shepherd?" word problem video shows, there will always be some kids who can do the former without being able to do that latter.

The problem is that some kids are not able to do the former given excess focus on the latter. For the kids being discussed here, it would be progress to have them solid on their facts but needing to develop more conceptual understanding. Having a base of knowledge is essential for developing good conceptual understanding. We're currently putting the cart before the horse. Get kids automatic in their facts early and then work on building conceptual understanding which will come as they continue to work with algorithms.