There is a great divide among California public students’ math achievement during the 2018-2019 pre-pandemic year that can literally be seen by a simple scatter plot where the Y-axis has the percent of All Students Achieving Grade Level Math Standard and the X-axis having the percent of All Students classified as Socioeconomically Disadvantaged (either the student was a migrant, foster, homeless at any time during the academic year, or they were eligible for Free or Reduced-Priced Meal (FRPM) Program (also known as the National School Lunch Program) or had direct certification for FRPM at any time during the academic year at the testing school, or the parent education level is marked as “both parents did not receive a high school diploma” at the time of testing).
But digging deeper into the publicly available datasets of the California Department of Education for 2018-2019 we find more intricate details of success and a fostering of systemic solutions that ultimately will enable the Golden State to not just meet the current devastating challenges of student economics but confront the ongoing setbacks caused by the world-wide Covid-19 pandemic.
Similarly, below is a sample of SES demographics but with all Grades shown. Again, as before the Vertical Axis is the Math Content Grade Level Score and the horizontal axis is the aggregate average of all the 5 categories of Common Core Math and Teacher Professional Development, this time the grades are shown as colors from 3rd grade to 11th grade.
Lastly, this is an example of the interaction of Low SES and Ethnicity who I have shown in the beginning to be the majority of California and therefore, the key students of our study. These are the students that California must focus its attention on, and we can again see a strong trend in the right direction as the level of implementation increases for each group of students. Here we want the percentage volumes to go from Not Met to Met and Above so this model must be replicated every year to determine how the percentages have changed from Not Met to Met and Above.
Socio-Economic Status (SES) and Common Core Mathematics show how SES exacerbates foundational mathematical acquisition, Schmidt 2021 “The Role of Opportunity to Learn in Ethnic Inequality in Mathematics.”, and the overall framework of Common Core Mathematics can be described as the five interwoven strands of Conceptual Understanding (math concepts), Procedural Fluency (math applications), Strategic Competence(use math appropriately), Adapting Reasoning(create mathematically), and Productive Disposition(value math as an essential tool), Kilpatrick et al., 2001 “Adding It Up, Helping Children Learn Mathematics”. Thus, Common Core Mathematics pulls together the hallmark concepts of “Coherence” and “Opportunity to Learn” that empower every student regardless of SES the keys to the infinite doors they will encounter in their futures.