Anonymous wrote:

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 wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

So advocate for intact families, no kids before marriage, work to put in place policies that disincentivize kids having kids. Don’t give them free apartments when they get a child. Start being part of the solution. Vote accordingly. Don’t just keep making excuses. Your excuses are keeping these people in poverty.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

So advocate for intact families, no kids before marriage, work to put in place policies that disincentivize kids having kids. Don’t give them free apartments when they get a child. Start being part of the solution. Vote accordingly. Don’t just keep making excuses. Your excuses are keeping these people in poverty.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

There is already a lawsuit underway to figure out where all the money is going in Baltimore schools. They’re basically the most expensive students to educate in the entire country and yet they’re achieving the worst results. Discovery will be interesting.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

It’s cute that you think teachers are the problem there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

So advocate for intact families, no kids before marriage, work to put in place policies that disincentivize kids having kids. Don’t give them free apartments when they get a child. Start being part of the solution. Vote accordingly. Don’t just keep making excuses. Your excuses are keeping these people in poverty.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

There is already a lawsuit underway to figure out where all the money is going in Baltimore schools. They’re basically the most expensive students to educate in the entire country and yet they’re achieving the worst results. Discovery will be interesting.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

But democrats could seriously address the 23 schools at issue here, beginning by firing all the failing teachers and administrators- who are failing generation after generation of these primarily African-American children.

Democrats won’t act, however, because they are addicted to the money-flow from teachers unions. So in 10 years, these 23 schools will still be failing Baltimore’s children, and perpetuating all the problems which stem from poor to non-existent education.

Democrats retain 100% political control in Baltimore. It is their city; their problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

They are failing for social issues. Who goes to school in Baltimore City? The vast majority of students live in poverty and experience everything that comes with it. Unstable homes, food, parenting, etc. You can’t build upon this shaky ground effectively.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What’s your issue with #2? They honestly need so much more to make that job worth it.

They need to be paid all that money to do a good job teaching.

Imagine kindergarten teacher #1: her students all come from homes where both parents are literate, 85%have college and 50% have graduate degrees. Their children have been to parks, zoos, museums, restaurants, libraries, and community classes and sports. Most of her students have been read aloud too since they were babies and their families have accumulated libraries in their homes with a selection of books they read together. The students are familiar with books and even have favorites.

And teacher #2: about a quarter of her students come from homes where parents are not literate in any language. Another quarter have basic literacy in a language other than English. More than half of her students’ parents did not attend college for any length of time. Their parents work double shifts during which time the kids are watched by extended family. They go on outings occasionally but have not yet visited a library or museum, and have not been in an organized group like a class or day care. More than half the students have not been read to and there are no books in the home. The students are largely unfamiliar with books and cannot handle one correctly (identify the cover, turn the pages in the right direction).

If teacher #2’s kids are not achieving the same as teacher #1 at the end of the year, you can blame the teacher, or you can look at the systemic issues that are causing students to enter their first day of their first year of school already woefully behind. Obviously we need good teachers in Baltimore. But there is much more at work than “bad teachers.”

Trying to teach kids to read when there aren't even basic needs met is a ridiculous threshold. We need more counselors, social workers, basic skills, IEP aides, etc. in classes. You also cant teach kids that arent in class.

The hypothetical for teacher #2 didn’t say the kids “basic needs” weren’t met.

Oh yep that's right the basic needs are met but everything else listed isn't with illiterate parents, parents who work multiple jobs, transient care, social and developmental skills not taught by daycare/preschool providers that at least have a certification but instead of with extended family who are either also working multiple jobs and likely sleeping or not working at all (see illiterate) or underemployed. They are unfamiliar with books. Their physiological needs may be met, albeit barely but you have to get safety met as well. Do you think these kids are in stable environments- meaning people, housing, dedicated income, water, and electrical bills paid on time, working A/C, working heat, clothes and shoes that fit and are for the appropriate season, etc? Are their schools happy and safe places to be?

What would you recommend for those kids, if the adults around them are not providing for them?

As stated in my original comment: We need more counselors, social workers, basic skills, IEP aides, etc. in classes. Or we need universal Pre-K. Or truancy. Or anything other than setting kids up for failure and acting like every kid/community has the same needs. https://www.npr.org/2019/02/26/696794821/why-white-school-districts-have-so-much-more-money#:~:text=%22For%20every%20student%20enrolled%2C%20the%20average%20nonwhite%20school,than%20districts%20composed%20primarily%20of%20students%20of%20color.

The alternative position, which is the current position given that truancy laws are not enforced, is that if parents want to let their kids self-select out of a public benefit, let them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

Some of them do, sure. But in MCPS, in elementary school, only 43% of all students (grades3-5) scored proficient on the math test last year. So wouldn't you say the majority of elementary school students do NOT do fine with these questions?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The Common Core-inspired clarifications section leads to these convoluted problems. Trying not to test kids on quotients or products directly but rather on interpretations can make things complicated on the test. This approach puts large language demands on English Learners. Traditionally ELL have often gravitated toward math and science because of their (at least previously) reduced language demands.

it's just too cumbersome and unnecessarily complicated. State education officials are trying to be so fancy but they just complicate things tremendously.

We'd be much better off with straightforward and easily understood standards and objectives.

Students will multiply two single digits to get a product.
Students will multiply three single digits.
Students will know that the order of the digits being multiplied doesn't matter (2x3x4=2x4x3)

It's THIRD GRADE. The single best thing you can do is be sure they can add, subtract, multiply and divide proficiently.

Please, kids in other schools do fine with those questions. If they really understand the material, the question is easy. People need to stop making excuses for failing schools