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Math Placement and Progression Practices
Math Placement and Progression Practices
Camas School District is conducting a study to determine the best options for placing and accelerating students in mathematics. Resources and meeting notes are provided for your review.
Key Considerations for Course Pathway Design from the Math Study Team:
Key Considerations for Course Pathway Design from the Math Study Team:
We are so grateful for the opportunity to learn and grow with stakeholders around enrollment practices that make all students Math Strong*. A brief summary of our findings:
We are so grateful for the opportunity to learn and grow with stakeholders around enrollment practices that make all students Math Strong*. A brief summary of our findings:
1) Heterogeneous grouping provides a healthier learning environment for ALL students.
1) Heterogeneous grouping provides a healthier learning environment for ALL students.
2) Effective ability grouping is fluid, short in duration, and connected to a specific learning standard.
2) Effective ability grouping is fluid, short in duration, and connected to a specific learning standard.
3) Acceleration prior to seventh grade is not supported by research.
3) Acceleration prior to seventh grade is not supported by research.
4) Acceleration beyond 6th grade may be appropriate, provided that key concepts are not skipped or rushed.
4) Acceleration beyond 6th grade may be appropriate, provided that key concepts are not skipped or rushed.
5) Elimination of lower level courses will foster increased attainment of grade-level mathematics standards.
5) Elimination of lower level courses will foster increased attainment of grade-level mathematics standards.
See below for meetings, research and partnerships that support the above findings.
*More information coming soon! We've been listening to students, parents and staff.
Next Steps?
Next Steps?
One outcome of the information shared in the study was a shift to ALL 6th grade students taking integrated math 6. So what happens in 7th grade and beyond? The image to the right is an example of the options currently under consideration.
Staff will continue to explore practices that create Math Strong students across our system.
Wow! Great dialogue! Staff and parents begin to explore what research says about math tracking and acceleration. The study group consists of a variety of stake holders with a variety of opinions and experiences. We are excited about the dialogue and potential it has for students in Camas!
At it again. The group continued dialogue and divided into teams to explore three areas including:
- Acceleration in Mathematics
- De-tracking in Mathematics
- Calculus as the “End Game”
Additionally, the team would like to explore collecting student voice via surveys and/or interviews. More to come!
Ready. Set. Study!
Ready. Set. Study!
Why are we conducting a Study?
We have heard from our teachers, families and students who have reached out with concerns about our current math tracking system. In general, we have heard the following:
- teachers are concerned that students are accelerated too early and too often creating skill gaps,
- parents are concerned that their child may not be college ready,
- students express a range of concerns from not feeling like they are math material to immense pressure to accelerate while barely maintaining pace.
Committee members: 20 parents, 12 certified/classified employees, 6 administrators, 1 board member, 1 ESD liaison
Outcomes:
- Answer: Is tracking a best practice? What does it mean for Camas?
- Explore benefits of and best practices for acceleration - When is acceleration appropriate? And for whom?
- Minimize/eliminate opportunity gaps and outcomes in mathematics
- Maximize mathematics learning and enjoyment
- Offer support for leadership and teaching practices based on potential recommendations
Study with us!
- https://www.brookings.edu/research/high-achievers-tracking-and-the-common-core
- Does rigorous math change college readiness?
- scholar.harvard.edu//accelerationfirststage.pdf
- College Bound in Middle School and High School: How Math Course Sequences Matter
- Raising Expectations and Achievement. The Impact of Wide Scale Mathematics Reform Giving All Students Access to High Quality Mathematics
- Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms
- Closing the Achievement Gap by Detracking
- Highlights from Dr. Steele's presentation on issues of identity, race, gender, and stereotype threat
- claudesteele_talk_SUSD.pdf
- Pushing Algebra Down IS SOONER BETTER?
- Common Core State Standards Appendix A
- Separating Gifted Children
- Designing High School Math Pathways for Equity
Suggested Resources from University of Washington Expert, Dr. Julia Aguirre
Suggested Resources from University of Washington Expert, Dr. Julia Aguirre
TODOS/NCSM social justice statement
https://www.todos-math.org/socialjustice
Short videos about ability groups/tracking
- Jo Boaler: Maths Ability Groups (4 minutes) https://www.youtube.com/watch?v=R4iAwShVIBE
- Ability grouping, tracking, and grouping alternatives (5 minutes) teaching tolerance https://www.youtube.com/watch?v=tItvMjRxL_c&t=13s
Short accessible articles
- http://www.ascd.org/publications/books/108013/chapters/What-Tracking-Is-and-How-to-Start-Dismantling-It.aspx
- Bold effort to end algebra 1 tracking shows promise (EDUCATION WEEKLY 6/2018) https://www.edweek.org/ew/articles/2018/06/13/a-bold-effort-to-de-track-algebra-shows.html
- Stuck in Slow lane (Chapter from J. Boaler’s book: What’s math got to do with it) Attached.
References (special focus on tracking/detracking algebra 1)
Spielhagen, F. R. (2011). The Algebra Solution to Mathematics Reform: Completing the Equation. New York: Teachers College Press.
Boaler, J., & Sengupta-Irving, T. (2016). The many colors of algebra: The impact of equity focused teaching upon student learning and engagement. The Journal of Mathematical Behavior, 41, 179-190.
Boaler, J., & Selling, S. K. (2017). Psychological imprisonment or intellectual freedom? A longitudinal study of contrasting school mathematics approaches and their impact on adults' lives. Journal for Research in Mathematics Education, 48(1), 78-105.
Reyes, M., & Domina, T. (2017). Track Placement and the Motivational Predictors of Math Course Enrollment. Teachers College Record, 119(12).
Howard, K. E., Romero, M., Scott, A., & Saddler, D. (2015). Success after failure: Academic effects and psychological implications of early universal algebra policies. Journal of Urban Mathematics Education, 8(1).
Remillard, J. T., Baker, J. Y., Steele, M. D., Hoe, N. D., & Traynor, A. (2017). Universal Algebra I policy, access, and inequality: Findings from a national survey. education policy analysis archives, 25, 101.
Julia Aguirre, Ph.D.
Associate Professor
School of Education
University of Washington, Tacoma
1900 Commerce Street, Box 358435
Tacoma, WA 98402-3100
253-692-4820 (voice mail)
253-692-5612 (fax)
https://sites.google.com/a/uw.edu/dr-julia-aguirre/home
Check out my book: The Impact of Identity in K-8 Mathematics Learning and Teaching: Rethinking Equity-based Practices. Reston,VA: National Council of Teachers of Mathematics.
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