By bearcasey

September 24, 2008 8:39 AM | Link to this

If you can’t handle algebra in the 8th grade, you need to get off the “college bound” track and onto the “trade school” track. Who are we trying to kid?

By Teacher&Mom

September 24, 2008 9:09 AM | Link to this

Bearcasey, Great observation. The only problem is that the state of GA has basically eliminated the Tech Prep track. ALL students (including special education) have to take the SAME math courses all four years of high school. It won’t matter if they plan to attend a Technical School or a University. Everyone has to pass the same math classes. Whether or not the students are ready to handle the math will be irrelevant.

I wonder what would happen if the government decided to enforce “benchmarks” on parenting? What if the DOE decided that all children should be walking by age 1. If a child was not walking at age one, the parents would be placed on a “needs to improve” list and fined a certain amount. Can you imagine the outcry?

However, we turn around and “enforce” developmental milestones on children at school. We forget that children develop mentally, emotionally, and physically at different rates. If a student can’t master Algebra I in 8th grade, does that mean they are doomed for life? Does it mean they will never understand Alg. I. I don’t think so. I have a Master’s Degree and I struggled in Math throughout middle school and early in high school. I can vividly remember the day that math started to “make sense.” Was I stupid up to that point? Of course not, I just needed a little more time. As teachers, we are not allowed the luxury of giving kids more time.

By Tony

September 24, 2008 9:25 AM | Link to this

The mastery of algebra by 8th grade will have many people arguing both for and against. It is amazing that as a nation we are so quick to begin making excuses for why our children should not be expected to perform. There is no magical quality required for children to master algebra. The skills are not as closely related to age and development as some would suggest. I see kindergarten children using patterns and graphs to solve problems, so why can’t eighth graders?

It boils down to a couple of simple problems. The first problem is that parents want the easy path for their children. Getting a good education takes hard work. Parents should encourage and support their kids as they put in the work required to earn a good education. The schools can not do the parents’ jobs.

The other problem has to do with schools’ and teachers’ expectations. If we make excuses for the kids, then they are doomed to failure. The point Mrs. Cox made about raising the bar as it applied to the 8th grade test results is one for which she should be applauded. Although many schools are struggling to meet the new demands of such a rigorous curriculum, we must not back off. We will never lift Georgia’s students out of 48th place if we cave in to these ideas of coddling kids.

By TheBlogger

September 24, 2008 9:56 AM | Link to this

Sorry, but if middle school students only have 2nd grade math skills, shouldn’t that be addressed in the 2nd and 3rd grades?

Where is the accountability?

We cannot wait until middle school to realize that these lower level students are struggling. Just as we cannot wait until high school to realize that lower level students need help with middle school level content.

As a high school teacher, I am constantly amazed at the number of students that get to 9th grade and cannot read or write, much less do basic math. How does this ‘magically’ happen? I know that some kids will slip through the cracks, but exactly how wide is this crack?

By Lynn

September 24, 2008 10:18 AM | Link to this

The classes are not just Algebra. It is a combination of Algebra, Geometry and Statistics all wrapped into one. Combine this with textbooks with no examples and you have students who struggle and teachers who are are struggling to teach this blended content.

As the parent of one in the sacrificial class (9th grade) who has the misfortune of being the first class to get the “New Math” each year, I see this as a class that graduates without having a good grasp of any of the traditional Math subjects.

And before you deride the students ability to understand this “New Math”, I invite you to review a textbook and see how well you understand the concepts and can work the problems. Then sit in on a few classes and see how the state of Georgia has educated our teachers in the teaching of the new math curriculum.

By Lynn

September 24, 2008 10:19 AM | Link to this

The classes are not just Algebra. It is a combination of Algebra, Geometry and Statistics all wrapped into one. Combine this with textbooks with no examples and you have students who struggle and teachers who are are struggling to teach this blended content.

As the parent of one in the sacrificial class (9th grade) who has the misfortune of being the first class to get the “New Math” each year, I see this as a class that graduates without having a good grasp of any of the traditional Math subjects.

And before you deride the students ability to understand this “New Math”, I invite you to review a textbook and see how well you understand the concepts and can work the problems. Then sit in on a few classes and see how the state of Georgia has educated our teachers in the teaching of the new math curriculum.

By lyncoln

September 24, 2008 11:21 AM | Link to this

I echo the sentiment from TheBlogger. The Brookings report linked above is interesting in that it shows that the lowest 10% of the 8th graders were “roughly” equal to 2nd grader level math students. Of course they will do very poorly in Algebra.

It’s foolish to let a student move up and do the next year’s curriculum without having them learn enough of the previous year’s. Apparently, that is a problem that is happening. The result is the weaker math students will continue to struggle.

I also agree with Tony, that 8th grade isn’t that big of a deal for basic Algebra, Geometry, and Statistics concepts. Assuming the students have learned the necessary things from previous grades they’ll likely be able to understand enough to pass these classes. There are many other countries that use Algebra, etc. concepts in 8th grade.

The scary part for me is that the Brookings Institute found that the bottom 10% of 8th graders are the same as 2nd graders. I can’t imagine how little effort is being put forward by the students to allow them fall that far behind.

By jim d

September 24, 2008 12:31 PM | Link to this

Once again, We could just consider shooting the little beggars that aren’t smart enough. Cleaning up the gene pool looks like the only viable solution.

Or then again, perhaps understanding that all kids won’t be going to college and actually creating classes to help them fit in to society as protoctive members would serve the same purpose.

Naw, I guess the polico’s have it all figured out right. Set the kids up for failure then lay the blame on students and parents when it materializes, demanding more money to eliminate the problem. What a great scam!

By TMan

September 24, 2008 1:04 PM | Link to this

Are we not tired of being at the bottom of this nations education list? It is time to move on and allow the students to challenge themselves. Move on with the new math and they will rise to the occasion. Dummy back down and they will fall in society. The majority of the 10% that can’t pass the Math were permoted to the next grade anyway.

By Math Educator

September 24, 2008 1:08 PM | Link to this

Lynn,

I encourage you to actually read the GPS - not the textbooks. The CRCT is based on the GPS.

Here are the five algebra standards in Grade 8:

M8A1. Students will use algebra to represent, analyze, and solve problems. M8A2. Students will understand and graph inequalities in one variable. M8A3. Students will understand relations and linear functions. M8A4. Students will graph and analyze graphs of linear equations and inequalitites. M8A5. Students will understand systems of linear equations and inequalities and use them to solve problems.

Which part of these are NOT in “traditional math”?

All of these expectations are based on what students have done in Grade 7:

M7A1. Students will represent and evaluate quantities using algebraic expressions. M7A2. Students will understand and apply linear equations in one variable. M7A3. Students will understand relationships between two variables.

Another idea what these examples show is that “algebra” in Grade 8 isn’t what some of you might remember as Algebra I in Grade 8. Some ideas that are in traditional Algebra I are introduced in even before Grade 8, but gradually developed in a cohesive sequence in Grade 8 and beyond. Yes, they do also discuss some geometry and statistics, but they are not trying to put 3 courses in one grade level. They have in a sense, re-packaged the topics and ordered them in a coherent manner.

The poor quality of textbooks is a completely separate issue.

By Tman

September 24, 2008 1:10 PM | Link to this

Check this link out for the 10% that failed the math. Most get promoted anyway. http://www.ajc.com/metro/content/metro/stories/2008/06/28/crct-ajc-analysis.html

By Old School

September 24, 2008 1:52 PM | Link to this

You know, as technologically connected and capable kids are these days, I have fewer and fewer in my classes who “took things apart” or “built stuff from other stuff.” Manipulating simple building blocks and creating “stuff from other stuff” (remember homemade go-karts built from scrap lumber and repurposed wheels?) really does pay off later in math classes. I just can’t put my hands on the research right now.

Casual observations in my ED&D classes have led me to poll my students on their childhood playthings. 20 years ago, over 90% had built, torn down, and created their own plaything out of scraps. Today over 90% look at me like I’m crazy for thinking some of them might have. Is it any wonder they can’t visualize 3 dimensional objects when looking at 2 dimensional drawings?

Maybe simpler toys that encourage imagination and manipulation -instead of toys that play by themselves or have the kids sitting still with only their thumbs actually moving- could be a start towards improving math skills in the very young. That’s where improvement needs to begin.

Disconnect your kids (from cellphones, computers, dvds, etc) and reconnect WITH them (Legos, building blocks, Memory game, reading, building stuff from other stuff, etc.)

By ABVR

September 24, 2008 4:25 PM | Link to this

OldSchool’s points about the educational value of backyard (or garage or basement) engineering are well taken. Keep in mind, though that complex devices that kids could take apart have been growing steadily less common for the last 50 years. A wind-up alarm clock (say) lends itself to disassembly in a way that an electronic one doesn’t, and looking at its mechanical guts makes the way it works apparent in a way that isn’t true for a circuit board (at least for your average kid).

By jim d

September 24, 2008 4:36 PM | Link to this

Heres the REAL reason to low test scores:

http://www.amren.com/mtnews/archives/2008/09/fasttracking_in.php

By jim d

September 24, 2008 5:23 PM | Link to this

I must say that while I don’t really disagree with the link you provided above, I must say that I am less than flattered you found it necessary to post it as if you were me.

By new school

September 24, 2008 5:30 PM | Link to this

“I must say that while I don’t really disagree with the link you provided above…”

So you see no problem with a well known racist website?

By Teacher

September 24, 2008 6:03 PM | Link to this

I am telling you now, the main reason that the kids are struggling is because the teachers are struggling. When you read about how the teachers are being “trained”, please don’t buy it. We went to a three day workshop this summer taught by other teachers. Which was better then last year when we were taught during pre planning by another teacher who was “trained” in one week over the summer.

This was a huge paradigm shift in teaching. It should have been rolled out in the primary grades, train those teachers WELL, and then move it up every year.

My son is in second grade and his teacher said the same exact thing. They were handed books last year that were completely different than anything they had ever seen. And they had 5 days to figure it out, along with all the rest of the getting ready for school that has to be done.

Ridiculous

By catlady

September 24, 2008 6:04 PM | Link to this

Until we require mastery of basic skills and facts before promotion, we will continue to send kids off to the next grade that are years behind our expectations. That means kids MASTERING addition and subtraction facts, not being able to eventually figure it out if given enough fingers and toes!

We have so few expectations and requirements, yet the students are capable of achievement if we demand it as a condition for passing FROM THE START.

By Filster

September 24, 2008 6:14 PM | Link to this

As a parent helping his elementary school and grade schools children with their math, I have an observation. When I was in school, we spent an entire year doing additiona nd subtraction, multiplication and division including long division, and so forth. I first took geometry in the 8th grade, followed by alegebra in 9th. My education focused on mastering subjects before moving to the next whereas now, when I ask a teacher about math I am told that it is “re-inforced” when they come back to that subject the following year. Neddless to say, my kids have not mastered math, and when they look at 8+7 they actually have to add it rather than automatically know it equals 15. Or they are taught watered down skills such as “approximation” (if you know how to do it right, you don’t need to approximate anything). Math was watered down in the late 70’s/early 80’s when educators decided to stop producing “robots” and start producing “citizens of the world”, with a de-emphasis on critical thinking skills and more emphasis on art, language, social sciences, etc. The result, little Bobby at the cash register can’t make change without relying nthe register. The naser is to stop introducing advanced topics a earlier ages and instead, ensure kids have truly mastered the basics before moving into higher math.

By Bewildered

September 24, 2008 6:20 PM | Link to this

In order for students to get the necessary exposure to higher match before college, they need to complete algebra in the 8th grade. This allows geometry and algebra 2 and precalculus to follow them - and allows for one failing year and 1 year of repeated classes. If they’ve complete precalculus by senior year, they can take calculus or some other elective. If they’re heading into any engineering or technical (or non liberal arts) field, having those classes behind them will signficiantly improve their chances of success.

By TheBlogger

September 24, 2008 6:57 PM | Link to this

Filster - You have hit the nail on the head. Students don’t have to “master” (read “learn”) anything at all to pass from 1st grade to 2nd grade to 3rd grade, and so on.

The State of GA was forced to implement the CRCT like a gateway test to attempt to stop that process of simply passing on the students. The CRCT was supposed to be a way to ensure that the student knows at least a minimum before being allowed to go to the next grade.

However, the State made a mistake by allow exceptions to the CRCT. So now, everyone jumps through that loop hole so the students don’t even have to perform on the CRCT.

This results in students going through all elementary grades and all middle school grades until they hit the brick wall called high school. There, the students first experience the EOCT where the State mandates it counts 15% of their grade. Some students fail the EOCT miserably but can still pass the class - usually through the graces of a very generous teacher (note I didn’t say ‘good’ teacher).

Then, the high school students face the ultimate - the GHSGT. If the high school student that has faked their way through school hasn’t dropped out by this point, they certainly will when faced with the GHSGT.

The high school is blamed because their passing rates on the GHSGT are low. The high school is blamed with a high drop out rate. The high school doesn’t make AYP.

Do people really expect that high schools can make magic with this type of student?

We need to close the loop holes. We need to hold students and teachers accountable starting in grade 1. We need to stop passing the student along if they cannot master the subject required….. to heck with their ‘ego’ or ‘self-esteem.’ Just learn the content, PLEASE!

By tom

September 24, 2008 7:11 PM | Link to this

There are so many misinformation and misinformed opinions and perceptions. I just wonder if you people have actually read the GPS. Why don’t you read it before start criticizing it based on someone else’s misinformation.

Algebra and Geometry are just 2 branches of mathematics. We have ALWAYS studied geometry in elementary schools - learning shapes and spatial relationships. Algebra includes ideas like patterns, writing mathematical expressions/equations, and using symbols to stand for a number (like 2 + * = 5 - not necessarily letters). Read the GPS and tell us what you considered “watered down,” Flster. Approximation is an important mathematical skills.

Here is a Grade 1 expectation: Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency.

Here is a Grade 2 expectation: Correctly add and subtract two whole numbers up to three digits each with regrouping.

Grade 3: Know the multiplication facts with understanding and fluency to 10 x 10.

So, if your kids didn’t master the “basics,” well I guess their teachers failed your kids - or your kids simply didn’t meet the standards.

By Pam S

September 24, 2008 7:13 PM | Link to this

What bothers me more than kids learning Algebra in 8th grade is the “new math” now in GA middle and high schools.

49 other states have math curriculums…Why did GA have to develop their own? Since it’s about the all important test score, why not use the same cirriculum that statess who rank #1 or #2 on SAT’s use?

What happens when a child from GA transfers to another state? How is that child going to be placed in a math course in their new school?

What happens when I child from another state moves to GA? The same problem occurs.

I am upset that my child, a 9th grader, is a part of this experiment. If I could afford private school I’d do it in a heartbeat.

By mmmm

September 24, 2008 7:16 PM | Link to this

TheBlogger,

Give me a break. HS aren’t exactly filled with gifted teachers, either. Some of them aren’t doing good enough job with the students who are prepared. Stop blaming others and focus on improving your colleagues. It’s not always someone else’s fault.

By Lynn

September 24, 2008 7:59 PM | Link to this

I agree with Pam S. Those of us with 9th graders are faced with teachers having to learn each year a new curriculum and how to teach this to students who have spent the last 3 years as the ones being the first to learn the new “Math”. The teachers are trying it just will take time to implement the new requirements.

Cathy Cox states that scores will improve eventually as teachers and students become more comfortable with the material. However, what happens to those who are first each year for the next 4 years?

I have already planned for a tutor for my 9th grader when he has Math 1 next semester.

I have also read that NY and other states that attempted this new curriculum have now abandoned it due to ineffectiveness.

By mtk

September 24, 2008 8:07 PM | Link to this

Low achieving can not handle math! WOW, what an observation. SO, I guess we should dumb our curriculum back down for those that can not do the math. God forbid we give a good education to the high achieving students. Let’s just turn our schools into one big special education classroom.

By Mathlovingmom

September 24, 2008 8:11 PM | Link to this

The way the new math is being taught is a travesty and is the reason why students are struggling to learn anything. The textbooks are atrocious and highly confusing even to people who know and love math. GA is requiring it’s students to participate in a math approach that has failed in other states. The math is now watered down but is hopelessly confusing to all. I hope Kathy Cox and the Dept of Education will soon acknowledge their mistake and allow the children to return to a traditional math program. The Standards look good on paper, but the method they are using to teach math is a total failure.

By SallyB

September 24, 2008 8:17 PM | Link to this

Back in the 80’s Algebra in the 8th grade was the execption. My daughter had been placed in Algebra in 8th grade. I remember meeting with her 8th “Algebra teacher to be” just before school started and she told me that she was totally against 8th graders taking Algebra but she had agreed to do a class this year. She felt they were not realy mature enough. She had a small hand picked class, all of whom did well that year. I think the same kind of thought needs to go into the placing of students. Many of the students who did not make it into that 8th grade Algebra class went on to be successful college graduates in engineering , medicine, ets.

By mtk

September 24, 2008 8:21 PM | Link to this

Let me be clear, the math I spoke of was the intro to algebra at and early age. Specifically middle school. As a middle school teacher, I like the curriculum. It gets kids ready to solve problems for life. However, my friends at the high school level do not like the the new high school math. Lots of bad things being said about it. I personally can not comment about it, just repeat what I heard.

By 9th grader's dad

September 24, 2008 10:03 PM | Link to this

The GPS was developed with quite a bit of insights from the Japanese math standards, North Carolina state standards, and the standards developed by the American Statistical Association. Japan is one of the high performing countries - their students have always outperformed US students ever since major international studies began in several decades ago.

So, when someone say Georgia developed its own standards, it’s not completely true. Moreover, there is no truth to the statement that we are trying something that failed in other states. I suppose for some people, truth just doesn’t matter. I respectfully suggest you read the standards yourself first.

I also am not happy with the quality of textbook series out there, but the quality of textbooks is a completely different matter. They weren’t of high quality last year when they were still under the old standards (for the 9th grade). They are still not high quality because what publishers did was to simply re-package their own books.

I also hope people who are complaining about the new curriculum understand these multiple issues involved and not confused them altogether. Teaching approach and the curriculum standards are two completely distinct issues. The GPS is about what to teach. Granted, they do emphsize some aspects of how to teach - like teaching through problem solving, but such an idea has been used by great math teachers for a long time. Teacher training by the DOE is again a separate issue. I’m sure they could have done more, but I have also heard a county math supervisors complaining about his teachers not taking advantage of so many different opportunities he was able to arrange. The GPS has been out there for a few years before it is finally being imlemented in Grade 9, and HS teachers have really no excuse for not being prepared. They had much more time than 6th grade teachers did 4 years ago.

I am happy that my youngest son is going through the new curriculum. We moved here right before he started the 7th grade, and he had no trouble. I am happy with the rigor of the curriculum. I wish the teaching he receives is better, but that’s not necessarily the problem with the GPS.

By Fulton Parent

September 24, 2008 10:07 PM | Link to this

Google Investigations. That is the text book Fulton County is using. Frightening that so many bad reviews and so many states have thrown this program out and yet Fulton buys it. They are not even implementing it the way the program says, starting in Kindergarten. They just threw it at everyone all at once.

If you think the scores are bad now, wait until this has been around for awhile.

By teach1

September 24, 2008 10:15 PM | Link to this

This is why students can’t perform in 8th grade… [http://public.doe.k12.ga.us/DMGetDocument.aspx/VerticalAlignmentK-2.pdf?p=6CC6799F8C1371F61C4B5ED6FFEC0C35F64D2E8E7AF3AD912BC0FEEA6EB10892&Type=D] it comes from the DOE. In First grade there are 15 standards and 49 substandards. Let me say that again 49!!!!! That means less than a week on each sub group. Some of these are as complex to 6 year olds as “Addition and Subtraction to 100, understand Inverse Relationships” or “Count money to $20.00”

What are we doing to our children? How can they feel secure and master anything when everything is continually new. Then when students can actually comprehend things like inverse relationships we have them so convinced that they will never get it, they never even try.

SLOW DOWN the curriculm for the primary grades. Let us help them feel confident and teach them how to think in stead of touching on EVERYTHING! and moving on.

By Teacher

September 24, 2008 10:17 PM | Link to this

9th Grader’s Dad, Apparently you are not in Fulton Co. because then you would know that the Investigations text book that is being used in the elementary schools HAS been thrown out as a failure in MANY other school systems.

Yes, GPS has been around for several years BUT the county curriculums change YEARLY. Teachers spend an entire year getting plans together and then walk into to new and revised units during preplanning and its start all over again.

Sorry, but I would laugh in the face at any county math supervisor that complained because teachers were not taking advantage of his “training opportunities”. The reason why they don’t is because they are CRAP. I went to our county training this summer and it was a total waste of time. It was taught by a teacher from another state. We spent an entire day on skip counting. We spent exactly two hours on the new units (that had been put together by teachers, not curriculum writers).

You may like the GPS but without proper training, consistant curriculum written by experts not by cheap labor teachers, and solid textbooks, the GPS is wasted.

By mathlovingmom

September 24, 2008 11:02 PM | Link to this

9th Grader’s Dad, The Japanese also stress drills and mastery of basic math facts and algorithms which is what our younger kids are missing out on. The GPS may be based on NC standards, but I find it interesting that schools in NC can choose a traditional program or an integrated approach, and many allow students to choose whichever program seems to work best for them even within school systems. I have spoken with a number of educators in NC who even recommend a more traditional approach for advanced students since they are able to excel on that track. Instead of forcing all students to become guinea pigs as in GA, the state of NC allows parents and teachers to make the most appropriate choice of math education for the individual child.

By Penguinmom

September 24, 2008 11:02 PM | Link to this

While I don’t necessarily disagree with a more integrated approach to math, I do think that Georgia shouldn’t be the ones to go out on a limb to try something new. Does our education system really have the track record to back this up?

Also, it is completely absurd to force all of the kids, college bound or not, to take so much high level math. The vast majority of these kids will never use the math taught in the Algebra 2 or Precalculus portion of the new curriculum (or the old curriculum.) I’m a math teacher and I don’t even use those skills except in the classroom.

A better solution to math would be to take everyone up through Geometry then give everyone a required, very rigrous course in Economics, Business Accounting and Home Accounting. That would be truly useful to most people.

(Please don’t post any examples of real world problems solved using Algebra 2 or Precalc techniques. Obviously, you CAN solve the distance between you and the car in front of you using those techniques but does anyone but true geeks ever do that in their normal life??? Not a chance.)

By TheBlogger

September 24, 2008 11:03 PM | Link to this

mmmm Defensive, aren’t we?

I never claimed that all high schools were perfect. I also never claimed that all high school teachers were great.

The topic was bad curriculum and allowing students unprepared to pass from grade to grade.

I was expanding the results of passing unprepared students all of the way to and through high school. I was also stating that the ‘final episode’ of this K-12 education ends in high school and was pointing out the results when that unprepared student ends up there. Those results impact not only that unprepared student but also the high school that is part of that ‘final episode.’

I wonder why you are so defensive? Might you be, say, an elementary teacher or administrator? Might you be a proponent of passing kids from grade to grade although they haven’t mastered the content?

By teach1

September 24, 2008 11:15 PM | Link to this

Very much a teacher and I love teaching my 6 year olds, BUT I am very frustrated when I refuse to sign off on a promotion of a child that is NOT ready and the child ends up being “placed” into the next grade because the parents feel they know best.

By Coach K

September 24, 2008 11:27 PM | Link to this

Did you know the GPS standards are not SOLEY aligned to Algebra. While Algebra questions do account for 1/2 of the questions on the 8th grade standardized test, it is not the only math domain that must be mastered. In fact, if a student was to miss EVERY algebra question (27), he/she could still past the CRCT with a passing score of 800 if they answered the other 33 questions successfully.

Why the big push to place students in a college prep class when the data clearly states that have not mastered elementary skills? I am baffled at the state and counties (Dekalb in particular) attempt to teach Algebra across the board. If I’m not mistaken, Algebra/Geometry/Algebra II/Trigonometry are ALL offered in high school and would still put a student on pace to enroll in college. Calculas classes are offered in college and are often taken by most freshmans entering school. I guess it “looks” and “sounds” good when all of the students in the county are taking Algebra; regardless of the success rate.

Pre-Algebra (which is on an 8th grade level) would be the course that best meets the needs for most middle school students. And it’s the course that best prepares students to be successful on the state’s standardized test. However, many of you will be suprised to know that math teachers are penalized for using these type of workbooks that assist students with passing the CRCT. The same math text book that so many of you are complaining about is push as the most important resource for Algebra Teachers today. In fact, most schools don’t prepare for the CRCT until 6 weeks prior to the test. (That’s when we’re allowed to focus on more of the basic math skills) While I agree that Algebra is indeed a course that should be taught in middle school, I disagree with the notion of EVERY student being enrolled in the course.

By mathlovingmom

September 24, 2008 11:35 PM | Link to this

If you talk to parents who are good in math and have careers in engineering, etc., you will often find that they are concerned about the lack of rigor in the integrated math program using the current textbooks. Parents who have older children (especially advanced students) who completed a traditional program have expressed to me genuine concern about what their younger children are NOT learning using the new approach. My child’s grades are great, but the way the math is presented is not as rigorous as under the traditional program, at least for advanced students. They waste time repeating similar graphs over and over when they already have the concept down. The homework in the traditional book is appropriate, but heaven help us when the crappy books are brought back out! What a total waste of time and energy!

By lovemy4kids

September 25, 2008 3:34 AM | Link to this

In our home school, my 7th grader is taking Algebra 1, my 6th grader, Pre-Algebra, and my 2nd grader is taking 3rd grade math. All scored in the upper 90th percentile on their ITBS last year. I have found that the old fashioned “drill and kill’ method combined with hands on and visualized learning works best. A good math fact drill program such as A Beka in K-2, lays a solid foundation for manipulating numbers quickly and accurately. Adding in other visual methods, such as Math-u-See and Videotext Algebra, ensures that the student can visualize and understand the concept behind the numbers. I also have successfully used origami to teach basic geometry concepts, and my kids absolutely love it. I have bought used public school math text books ($4.00) to teach the chapters on probability and statistics. No one curriculum does it all, and each child requires some “customization’ of teaching methods. All in all, math is our most successful subject.

By Dr. Craig Spinks/Augusta

September 25, 2008 3:56 AM | Link to this

Our Georgia public schools don’t teach our children enough Math soon enough. That’s the big resaon our average eighth graders aren’t ready for Algebra. But if we want our kids to succeed in the internationally-competitive 21st century world, we’d better get them ready!

By Dr. Craig Spinks/Augusta

September 25, 2008 3:57 AM | Link to this

Our Georgia public schools don’t teach our children enough Math soon enough. That’s the big reason our average eighth graders aren’t ready for Algebra. But if we want our kids to succeed in the internationally-competitive 21st century world, we’d better get them ready!

By Lee

September 25, 2008 5:32 AM | Link to this

I believe it was Ann Rand who said *”You can ignore reality, but you cannot ignore the consequences of ignoring reality.”

And the 800 pound reality gorilla in the room is student IQ and the resulting differences in student achievement.

The Brookings report stated that some of the “8th grade” students are functioning on a 2nd grade level. I would wager that these students would be found on the lower end of the IQ spectrum. Any takers?

So, instead of creating a curriculum that would allow these lower IQ students to move at a pace commensurate with thier intellectual ability, the GA DOE ignores the reality and implements a politically correct one size fits all everybody gotta go to college irregardless of the fact that they’re still counting on their fingers and toes in high school.

And then, the government has the audacity to say “Trust us, we know what we’re doing.”

Yeah, and Bill Heard has a used car that was only driven to Sunday School by a 80 year old grandmother….

By Steve

September 25, 2008 5:33 AM | Link to this

Resarch, studies and opinions are very interesting. I pay little attention as many studies are predetermined. What I am experiencing is important to me. I teach 8th grade physical science to 113 8th graders, inclusion to gifted. More than 50% are having trouble working simple density problems. There are multiple problem areas: decimals, multiplication, division and simple addition accompanied by a distinct lack of effort. I really do not care who is at fault. I care about who is going to fix this? I see many of you “beating up” the math teachers. It is very difficult to make a car go forward (8th graders doing algebra) when there are no tires on the car (nath foundations). At the 4 week mark I contacted 53 parents about students failing math, physical science or both. Two parents cared enough to come to school and 1 had lots of excuses. Most of you make it sound easy to learn the “new math.” Some of you hit the nail on the head - it apparently is easier to parent with electronics than it is with involvement. Yes, teaching the new math is very easy when the child cannot divide numbers that have decimals. Yes, it is very easy to teach new math when 8 X 13 = 824. Yes, esy to teach new math when 8th graders consistently divide the numerator into the denominator. I am more interested in finding solutions but not reading many in these blogs. Try helping one student at a time. Volunteer to tutor, mentor or just try getting involved.

By 9th grader's dad

September 25, 2008 6:19 AM | Link to this

We need to distinguish textbooks (such as Investigations) and the GPS. School systems purchased and started using new math textbook series last year because it was the state textbook adoption year for math (for K-8). Investigations is not the GPS and the GPS is not Investigations.

Some people like Investigations as a textbook series - you can count me in that group. However, it is not perfect, and it does require teachers to truly understand mathematics - and unfortunately, we know that math understanding of elementary teachers in general isn’t really that high. So, perhaps it is not a good mix. Some textbook seris like Saxon basically teacher-proof themselves so that just about anyone off the steet can “teach” it - of course here the word “to teach” is used in a VERY loosely.

RE: Japanese emphasis on drill Have you spent a day in a Japanese elementary school? I have. Yes there is definitely a mastery expectation - as in the GPS. But, they don’t spend much time during the school drilling the basic facts. Their drills are focused and brief (maybe 10 minutes max). They may try to recite the multiplication facts for 7’s while cleaning up after an art lesson, etc., to infuse such short drill/practice throughout the day. In any event, teachers are thoughtful about how to drill their students, too. It’s not just a matter of having a worksheet with 50 problems completed during a math lesson.

RE emphasis on algebra The final report of the national math panel emphasizes the preparation for algebra is the key purpose for elementary math instruction. What we need to do, though, is to get beyond the traditional boxes of pre-algebra, algebra 1/2, and geometry. The GPS (as in Japan, Singapore, and many other high-achieving countries) teach those ideas in parallel. Of course when they do so, they are not teaching all of the ideas in each of the courses in a single grade. So, you may see the ideas in pre-algebra and algebra 1/2 over several grade levels. There is nothing wrong with this parallel approach, and there are many examples of success internationally. I don’t see any reason why our kids (and teachers?) should be any different.

By jim d

September 25, 2008 6:52 AM | Link to this

new school,

Even racists are right sometimes.

But let me ask this question. How much advanced math do some students actually need to survive in today’s world? Not every child is going to be an engineer, or physicist. So why do we ignore teaching the basics needed for mere existence in favor of attempting to teach EVERY STUDENT advanced math concepts they will never have a need for? Why are we not offering practical math classes for students that have elected another path? Do they not deserve to have the tools they need to succeed? Just go to any McDonalds and you will see the need for teaching simple math concepts such as making change.

Again the one size fits all educational methods in the US fails to provide for those that are most in need.

By Meme

September 25, 2008 6:57 AM | Link to this

Are they really considering cancelling some school days because of the gas problems? I would be all for that. It is so hard to find gasoline stations that have gas.

By mom3boys

September 25, 2008 6:58 AM | Link to this

I am a middle school teacher (not math). I watch these kids drowning in the new Math I. The state says they can do it, therefore they can. However, to get to the math I class in 8th, Algebra was skipped…SKIPPED!! C’mon people, just because we say they can do it does not mean they can!! Stop the insanity!! These kids are so stressed!!! They are not getting the foundation they need!!

By jim d

September 25, 2008 7:08 AM | Link to this

Meme,

Don’t get me started on that one. For the life of me I fail to understand why our school systems haven’t converted to more abundant, cleaner burning, less expensive, Natural Gas (CNG) for the bus fleet.

By Ray

September 25, 2008 7:12 AM | Link to this

Sounds like the problem starts with parents and teachers who can’t do second grade math! Let’s start with some responsibility and accountability at home, then move on to finding some teachers who will actually work at learning how to teach math and other basic skills. Then we can move on to responsibility and accountability for the students. The foundations for the most critical skills should be set in the first four grades: English, Math, and Critical Analysis (or call it Problem Solving or whatever).

God forbid that our public schools ever start teaching the little buggers to think!!!

BTW, trade school students need algebra too! Its a shame that schools systems focus so much on having children “feel good about themselves”, and so little on having them acquire real world skills, whether the end goal is a grad school or a skilled trade.

By jim d

September 25, 2008 7:21 AM | Link to this

http://academic.sun.ac.za/mathed/AMESA/MathMatters.pdf

By Meme

September 25, 2008 7:22 AM | Link to this

And, Jim, I don’t know why they transport student who can actually see the school from their homes. I personally think they should do away with all but those a mile or more away.

By tom

September 25, 2008 8:03 AM | Link to this

mom3boys

Please get the fact straight. The current 9th grades who are in Math 1 were following the Grade 8 GPS last year (Grade 7 before that and Grade 6 before then). In each of those grades, there are algebra component to it. They may not have taken a course titled “algebra,” but that’s completely irrelevant.

You claim you are a middle school teacher, but how can you be so ignorant of the fact? If kids are drowning in math 1, it’s in great part because their teachers aren’t doing good enough job - I know they will blame MS and ES teachers for not preparing those students. But it isn’t always someone else’s fault, unfortunately.

By Deborah

September 25, 2008 8:32 AM | Link to this

The reason that students who take algebra in eighth grade are often college bound is because they’re smart and ready for algebra by then. Forcing unready eighth grade students to take algebra is a waste of their time and our money. I was one of those dolts who took Algebra 1 in the ninth grade; as an eighth grader I had neither the inclination nor the aptitude to master algebra. I now have college degrees in physics and computer sciences. I suspect that the “algebra in 8th grade” crowd doesn’t really understand math pedagogy.

By DS

October 6, 2008 11:01 AM | Link to this

I agree with Deborah, my daughter did not take algebra in eight grade and did much better on her math SAT’s than her peers who took algebra in eight grade. Pushing kids to take algebra (most are not ready) teaches students to hate math. I have seen this happen, many of my daughters friends stopped taking math classes as soon as they could. Please don’t label student who don’t take algebra in middle school as stupid. They are not!