Article on benefits of eliminating math tracking

[Anonymous]

Anonymous wrote:I do think there should be options for kids to "catch up" to move ahead levels in tracking. You shouldn't be placed on a certain track as a 10 yo with no chance to mature and move to a more advanced track. This probably requires summer class options, as well as tutoring options during the school year.

That’s why it shouldn’t be left up to the kid to get on the highest track possible. Parents should take charge and if their child is overall intelligent - hire a tutor or help them pass all the necessary tests and get them on the highest track from the start

[Anonymous]

SF outright eliminated algebra in MS, it’s not taught until HS there. Guess how the families reacted.
Look, the only thing that will help those falling behind is extra help. Not being in class with kids who aren’t. Districts should act accordingly.

[Anonymous]

I think students should learn the same type of math-- that is everyone takes algebra 1 in 7th grade, but it is at a different level. Say Algebra 1 level A or Algebra 1 level B. I think the issue is kids being behind in terms of not covering certain math topics than if they are separated by ability. It helps both the slow and fast students as a tracked class allows for the teacher to teach at their level.

[Anonymous]

Anonymous wrote:SF outright eliminated algebra in MS, it’s not taught until HS there. Guess how the families reacted.
Look, the only thing that will help those falling behind is extra help. Not being in class with kids who aren’t. Districts should act accordingly.

Do they teach pre-algebra as a subject?? Because I can't imagine learning algebra for the first time in high school.

[Anonymous]

Math is just one of those subjects that is not equitable, probably should be removed from the curriculum entirely.

[Anonymous]

I grew up in NY, and only grasped fractions midway through 6th grade, so I was not ready for algebra in 8th. I did Algebra 1 spread over ninth and tenth grades. Barely passed in tenth grade. We need tracking. The humiliation of watching classmates be frustrated with how slow I was to understand still burns. Ultimately I gave up and stopped trying to learn so as not to make kids hate me.

[Anonymous]

Anonymous wrote:Math is just one of those subjects that is not equitable, probably should be removed from the curriculum entirely.

LOL! But scarily true if you follow the detracking logic.

[Anonymous]

My kid took algebra 1 in 9th grade. He took it in public MS, got an A, and then didn’t test out of it when he switched to a Catholic HS. He ended up in pre-calc in 12th grade. Not sure why the OP mentioned that students in this track would only get to algebra 2. He was required to take math all four years. He’s in college now and is doing well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a special ed teacher, I feel that you have to meet kids where they are. Math is so easy to track progress with, as there are discrete skills that build upon each other. I see no advantage to having a kid sit with peers that are well ahead of the kid. They feel demoralized and learn to cheat.

The best math instruction includes circling back to review prior concepts. It’s also terrible to have a very bright kid sit in class that is too easy.

Smaller class sizes and immediate remediation programs are key for math achievement.

As a general ed math teacher, I agree with all of this. This idea is bad for all students and would not meet any of their needs. This is a time in education where there is a serious lack of teachers, especially math teachers. Making instruction impossible by putting all levels together is a sure way to make the rest of us leave. It’s bad enough out there with open enrollment at many high schools and how that has had a negative impact and ripple effect for many students. Come sub in any school and then see if you think eliminating math tracking is a good idea.

Administrators and consultants are just looking for the best way to increase test scores and the college attendance rate. They do not measure the demoralizing and confidence crushing effect of being in the same classroom with kids who are ahead. Is there really no other cost-effective way to raise test scores? Couldn’t schools ramp up the number of student teachers they use to decrease the teacher/student ratio? Couldn’t summer school along with free transportation and meals be made more available?

[Anonymous]

The biggest benefit of removing math tracking is that it makes white progressives feel good about themselves.

[Anonymous]

Anonymous wrote:I think students should learn the same type of math-- that is everyone takes algebra 1 in 7th grade, but it is at a different level. Say Algebra 1 level A or Algebra 1 level B. I think the issue is kids being behind in terms of not covering certain math topics than if they are separated by ability. It helps both the slow and fast students as a tracked class allows for the teacher to teach at their level.

Most students are not anywhere near ready for algebra in 7th. Common Core has it in 9th. If public schools offered eve try one the same class but some had more enrichment, it would not offer algebra until 9th. Kids who are ready for it earlier would be noted n class, even with enrichment.

[Anonymous]

Common Core was watered down so more students would pass their state SoLs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:SF outright eliminated algebra in MS, it’s not taught until HS there. Guess how the families reacted.
Look, the only thing that will help those falling behind is extra help. Not being in class with kids who aren’t. Districts should act accordingly.

Do they teach pre-algebra as a subject?? Because I can't imagine learning algebra for the first time in high school.

Why not? Algebra 1 in 9th grade used to be a very typical math track. Not so much anymore in this area and other wealthy areas. Parents are paying for tutors and after school math programs very early so they expect algebra before 9th grade.

[Anonymous]

I teach upper level HS math. Some kids are absolutely ready for Algebra I in middle school and would be bored in 9th grade Algebra I. Some kids cannot handle the abstract nature of Algebra I until 9th grade. Both pathways are fine. The problem is if you put both of those groups of kids in the same 9th grade algebra class the teacher either:
1. Moves way too fast for the kids who are not as strong as math to keep the advanced kids intellectually stimulated.
2. Moves too slowly for those advanced kids and they just get packets of ‘advanced’ work or do some online program. But that isn’t them learning new content, it’s just harder questions.

When you do full class instruction the advanced kids raise their hands and get the content quickly. The kids who need more time don’t raise their hands because they are embarrassed and know they aren’t as advanced as some of the other kids. There are some gender dynamics here as well but I will leave that for another post.

It is a disservice to both groups but more so to the students who are on level for 9th grade algebra because their confidence is shattered and they just dislike math and don’t think they can follow a stem path.

[Anonymous]

Everyone is in a hurry, particularly anxious UMC white folks.