Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics
Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend
How one district has diversified its advanced math classes — without the controversy
What Students Gain From Being On the Same Track For College
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But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","status":"publish","parent":0,"modified":1713883570,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2235},"headData":{"title":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics | KQED","description":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"With a new book coming out in May, titled “MATH-ish,” Jo Boaler is fighting back against her critics in the current math wars.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stanford’s Jo Boaler Discusses Her New Book ‘MATH-ish’ and Takes On Her Critics","datePublished":"2024-04-22T10:00:42.000Z","dateModified":"2024-04-23T14:46:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Jo Boaler is a professor at the Stanford Graduate School of Education with a devoted following of teachers who cheer her call to make math education more exciting. But despite all her fans, she has sparked controversy at nearly every stage of her career. Critics say she misrepresents research to make her case and her ideas actually impede students. Now, with a new book coming out in May, provocatively titled “MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">,” Boaler is fighting back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is a whole effort to shut me down, my research and my writing,” said Boaler. “I see it as a form of knowledge suppression.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Academic fights usually don’t make it beyond the ivory tower. But Boaler’s popularity and influence have made her a focal point in the current math wars, which also seem to reflect the broader culture wars. In the last few months, \u003c/span>\u003ca href=\"https://nypost.com/2024/03/22/opinion/dei-math-ed-prof-who-helped-get-algebra-banned-in-frisco-is-accused-of-faulty-research/\">\u003cspan style=\"font-weight: 400\">tabloids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.piratewires.com/p/jo-boaler-misrepresented-citations\">\u003cspan style=\"font-weight: 400\">conservative publications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have turned Boaler into something of an education villain who’s captured the attention of \u003c/span>\u003ca href=\"https://twitter.com/elonmusk/status/1770663755149656458\">\u003cspan style=\"font-weight: 400\">Elon Musk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/tedcruz/status/1770659605774786758\">\u003cspan style=\"font-weight: 400\">Texas Sen. Ted Cruz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on social media. Critics have even questioned Boaler’s association with a \u003c/span>\u003ca href=\"https://www.piratewires.com/p/yolande-beckles-scammer-california-education-system\">\u003cspan style=\"font-weight: 400\">former reality tv star\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am the next target,” Boaler said, describing the death threats and abusive email she’s been receiving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This controversy matters on a much larger level because there is a legitimate debate about how math should be taught in American schools. Cognitive science research suggests that students need a lot of practice and memorization to master math. And once students achieve success through practice, this success will motivate them to learn and enjoy math. In other words, success increases motivation at least as much as motivation produces success. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, from Boaler’s perspective, too many students feel like failures in math class and hate the subject. That leaves us with millions of Americans who are innumerate. Nearly 2 out of every 5 eighth graders don’t even have the most basic math skills, according to the \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/highlights/mathematics/2022/\">\u003cspan style=\"font-weight: 400\">2022 National Assessment of Educational Progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NAEP). On the \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/\">\u003cspan style=\"font-weight: 400\">Program for International Student Assessment (PISA)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, American 15-year-olds rank toward the bottom of economically advanced nations in math achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler draws upon a different body of research about student motivation that looks at the root causes of why students don’t like math based on surveys and interviews. Students who are tracked into low-level classes feel discouraged. Struggling math students often describe feelings of anxiety from timed tests. Many students express frustration that math is just a collection of meaningless procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler seeks to fix these root causes. She advocates for ending tracking by ability in math classes, getting rid of timed tests and starting with conceptual understanding before introducing procedures. Most importantly, she wants to elevate the work that students tackle in math classes with more interesting questions that spark genuine curiosity and encourage students to think and wonder. Her goal is to expose students to the beauty of mathematical thinking as mathematicians enjoy the subject. Whether students actually learn more math the Boaler way is where this dispute centers. In other words, how strong is the evidence base?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The latest battle over Boaler’s work began with an anonymous complaint published in March by the \u003c/span>\u003ca href=\"https://freebeacon.com/california/san-francisco-cited-this-professor-to-end-8th-grade-algebra-her-research-had-reckless-disregard-for-accuracy-complaint-alleges/\">\u003cspan style=\"font-weight: 400\">Washington Free Beacon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the same conservative website that first surfaced plagiarism accusations against Claudine Gay, the former president of Harvard University. The \u003c/span>\u003ca href=\"https://drive.proton.me/urls/P7BYBG7E6R#VCfOpReAcH9F\">\u003cspan style=\"font-weight: 400\">complaint\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> accuses Boaler of a “reckless disregard for accuracy” by misrepresenting research citations 52 times and asks Stanford to discipline Boaler, a full professor with an endowed chair. Stanford has said it’s reviewing the complaint and hasn’t decided whether to open an investigation, according to news reports. Boaler \u003ca href=\"https://joboaler.people.stanford.edu/\">stands by her research\u003c/a> (other than one citation that she says has been fixed) and calls the anonymous complaint “bogus.” \u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">(\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>UPDATE: The Hechinger Report learned after this article was published that Stanford has decided \u003c/i>\u003c/span>\u003ca href=\"https://url.us.m.mimecastprotect.com/s/7e_rCXDM32FOJLk3SkNtc7?domain=stanforddaily.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>not to open an investigation\u003c/i>\u003c/span>\u003c/a>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">\u003ci>.\u003c/i>\u003c/span>\u003cspan style=\"color: #111111;font-family: Tiempos,Georgia,serif;font-size: medium\">)\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They haven’t even got the courage to put their name on accusations like this,” Boaler said. “That tells us something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler first drew fire from critics in 2005, when she presented new \u003c/span>\u003ca href=\"https://nrich.maths.org/content/id/7011/nrich%20paper.pdf\">\u003cspan style=\"font-weight: 400\">research claiming that students at a low-income school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who were behind grade level had outperformed students at higher achieving schools when they were taught in classrooms that combined students of different math achievement levels. The supposed secret sauce was an unusual curriculum that emphasized group work and de-emphasized lectures. Critics disparaged the findings and hounded her to release her data. Math professors at Stanford and Cal State University \u003c/span>\u003ca href=\"https://nonpartisaneducation.org/Review/Articles/v8n1.pdf\">\u003cspan style=\"font-weight: 400\">re-crunched the numbers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and declared they’d found the opposite result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler, who is originally from England, retreated to an academic post back in the U.K., but returned to Stanford in 2010 with a fighting spirit. She had written a book, “What’s Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject,” which explained to a general audience why challenging, open-ended problems would help more children to embrace math and how the current approach of boring drills and formulas was turning too many kids off. Teachers loved it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler accused her earlier critics of academic \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2012/10/15/stanford-professor-goes-public-attacks-over-her-math-education-research\">\u003cspan style=\"font-weight: 400\">bullying and harassment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But she didn’t address their legitimate research questions. Instead, she focused on changing classrooms. Tens of thousands of teachers and parents flocked to her 2013 online course on how to teach math. Building on this new fan base, she founded a nonprofit organization at Stanford called youcubed to train teachers, conduct research and spread her gospel. Boaler says a half million teachers now visit youcubed’s website each month.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler also saw math as a lever to promote social justice. She lamented that too many low-income Black and Hispanic children were stuck in discouraging, low-level math classes. She advocated for change. In 2014, San Francisco \u003c/span>\u003ca href=\"https://sanfrancisco.granicus.com/player/clip/19433?view_id=47&redirect=true\">\u003cspan style=\"font-weight: 400\">heeded that call\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, mixing different achievement levels in middle school classrooms and delaying algebra until ninth grade. Parents, especially in the city’s large Asian community, protested that delaying algebra was holding their children back. Without starting algebra in middle school, it was difficult to progress to high school calculus, an important course for college applications. Parents blamed Boaler, who applauded San Francisco for \u003c/span>\u003ca href=\"https://hechingerreport.org/opinion-how-one-city-got-math-right/\">\u003cspan style=\"font-weight: 400\">getting math right\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Ten years later, the city is slated to \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-02-14-sfusd-offer-algebra-1-8th-grade-beginning-2024-25-school-year#:~:text=San%20Francisco%20(February%2014%2C%202024,at%20its%20regular%20meeting%20Tuesday.\">\u003cspan style=\"font-weight: 400\">reinstate algebra for eighth graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this fall. Boaler denies any involvement in the unpopular San Francisco reforms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before that math experiment unraveled in San Francisco, California education policymakers tapped Boaler to be one of the lead writers of a new math framework, which would guide math instruction throughout the state. The first draft discouraged tracking children into separate math classes by achievement levels, and proposed delaying algebra until high school. It emphasized “social justice” and suggested that students could take data science instead of advanced algebra in high school. Traditional math proponents worried that the document would water down math instruction in California, hinder advanced students and make it harder to pursue STEM careers. And they were concerned that California’s proposed reforms could spread across the nation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the battle to quash the framework, critics attacked Boaler for trying to institute “\u003c/span>\u003ca href=\"https://blog.independent.org/2023/07/10/californias-flawed-k-12-math-framework/\">\u003cspan style=\"font-weight: 400\">woke\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” mathematics. The battle became personal, with some criticizing her \u003c/span>\u003ca href=\"https://www.oxnardsd.org/site/default.aspx?PageType=3&ModuleInstanceID=16044&ViewID=DEDCCD34-7C24-4AF2-812A-33C0075398BC&RenderLoc=0&FlexDataID=25705&PageID=10939&Tag=&Comments=true\">\u003cspan style=\"font-weight: 400\">$5,000-an-hour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> consulting and speaking fees at public schools while sending her own children to private school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critics also dug into the weeds of the framework document, which is how this also became a research story. A Stanford mathematics professor catalogued a list of what he saw as \u003c/span>\u003ca href=\"https://sites.google.com/view/publiccommentsonthecmf/\">\u003cspan style=\"font-weight: 400\">research misrepresentations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Those citations, together with additional characterizations of research findings throughout Boaler’s writings, eventually grew into the anonymous complaint that’s now at Stanford.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time the most recent complaint against Boaler was lodged, the framework had already been revised in substantial ways. Boaler’s critics had arguably won their main policy battles. College-bound students still need the traditional course sequence and cannot substitute data science for advanced algebra. California’s middle schools will continue to have the option to track children into separate classes and start algebra in eighth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the attacks on Boaler continue. In addition to seeking sanctions from Stanford, her anonymous critics have asked academic journals to pull down her papers, according to Boaler. They’ve written to conference organizers to stop Boaler from speaking and, she says, they’ve told her funders to stop giving money to her. At least one, the Valhalla Foundation, the family foundation of billionaire Scott Cook (co-founder of the software giant Intuit), stopped funding youcubed in 2024. In 2022 and 2023, it gave Boaler’s organization more than $560,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler sees the continued salvos against her as part of the larger right-wing attack on diversity, equity and inclusion, or DEI. She also sees a misogynistic pattern of taking down women who have power in education, such as Claudine Gay. “You’re basically hung, drawn and quartered by the court of Twitter,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From my perch as a journalist who covers education research, I see that Boaler has a tendency to \u003c/span>\u003ca href=\"http://www.danielwillingham.com/daniel-willingham-science-and-education-blog/march-13th-2019\">\u003cspan style=\"font-weight: 400\">overstate the implications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a narrow study. Sometimes she cites a theory that’s been written about in an academic journal but hasn’t been proven and labels it research. While technically true – most academic writing falls under the broad category of research – that’s not the same as evidence from a well-designed classroom experiment. And she tends not to factor in evidence that runs counter to her views or adjust her views as new studies arise. Some of her numerical claims seem grandiose. For example, she says one of her 18-lesson summer courses raised achievement by \u003c/span>\u003ca href=\"https://www.youcubed.org/pd/\">\u003cspan style=\"font-weight: 400\">2.8 years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People have raised questions for a long time about the rigor and the care in which Jo makes claims related to both her own research and others,” said Jon Star, a professor of math education at Harvard Graduate School of Education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Star says many other education researchers have done exactly the same, and the “liberties” Boaler takes are common in the field. “That’s not to suggest that taking these liberties is okay,” Star said, “but she is being called out for it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Boaler is getting more scrutiny than her colleagues, he said, because she’s influential, has a large following of devoted teachers and has been involved in policy changes at schools. Many other scholars of math education share Boaler’s views. But Boaler has become the public face of nontraditional teaching ideas in math. And in today’s polarized political climate, that’s a dangerous public face to be.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The citation controversy reflects bigger issues with the state of education research. It’s often not as precise as the hard sciences or even social sciences like economics. Academic experts are prone to make wide, sweeping statements. And there are too few studies in real classrooms or randomized controlled trials that could settle some of the big debates. Star argues that \u003c/span>\u003ca href=\"https://pubs.nctm.org/view/journals/jrme/49/1/article-p98.xml\">\u003cspan style=\"font-weight: 400\">more replication studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> could improve the quality of evidence for math instruction. We can’t know which teaching methods are most effective unless the method can be reproduced in different settings with different students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also possible that more research may never settle these big math debates and we may continue to generate conflicting evidence. There’s the real possibility that traditional methods could be more effective for short-term achievement gains, while nontraditional methods might attract more students to the subject, and potentially lead to more creative problem solvers in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if \u003c/span>\u003ca href=\"https://notepad.michaelpershan.com/youcubed-is-more-than-just-sloppy-about-research/\">\u003cspan style=\"font-weight: 400\">Boaler is loose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with the details of research studies, she could still be right about the big picture. Maybe advanced students would be better off slowing down on the current racetrack to calculus to learn math with more depth and breadth. Her fun, hands-on approach to math might spark just enough motivation to inspire more kids to do their homework. Might we trade off a bit of short-term math achievement for a greater good of a numerate, civic society?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book, “\u003c/span>\u003ca href=\"https://www.harpercollins.com/products/math-ish-jo-boaler?variant=41226038083618\">\u003cspan style=\"font-weight: 400\">MATH-\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">ish\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Boaler is doubling down on her approach to math with a title that seems to encourage inexactitude. She argues that approaching a problem in a “math-ish” way gives students the freedom to take a guess and make mistakes, to step back and think rather than jumping to numerical calculations. Boaler says she’s hearing from teachers that “ish” is far more fun than making estimates.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m hoping this book is going to be my salvation,” she said, “that I have something exciting to do and focus on and not focus on the thousands of abusive messages I’m getting.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-stanfords-jo-boaler-book-math-ish-critics/\">\u003ci>\u003cspan style=\"font-weight: 400\">Jo Boaler\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63615/stanfords-jo-boaler-talks-about-her-new-book-math-ish-and-takes-on-her-critics","authors":["byline_mindshift_63615"],"categories":["mindshift_21504"],"tags":["mindshift_21341","mindshift_20943","mindshift_392","mindshift_20893","mindshift_20841"],"featImg":"mindshift_63616","label":"mindshift"},"mindshift_63585":{"type":"posts","id":"mindshift_63585","meta":{"index":"posts_1591205157","site":"mindshift","id":"63585","score":null,"sort":[1713348023000]},"guestAuthors":[],"slug":"eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","title":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend","publishDate":1713348023,"format":"standard","headTitle":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","status":"publish","parent":0,"modified":1713296397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1644},"headData":{"title":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend | KQED","description":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63588","twTitle":"","twDescription":"","twImgId":"mindshift_63588","socialDescription":"Districts that try to ‘detrack’ — or stop sorting students by perceived ability — often face parental pushback. But districts that went slowly fared better.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Eliminating Advanced Math ‘Tracks’ Often Prompts Outrage. Some Districts Buck the Trend","datePublished":"2024-04-17T10:00:23.000Z","dateModified":"2024-04-16T19:39:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Steven Yoder, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last April, an email went out to families in the Troy School District outside Detroit. Signed by unnamed “concerned Troy parents,” it said that a district proposal for its middle schools to end “basic” and “honors” math classes for sixth and seventh graders was part of a longer-term district plan to completely abolish honors classes in all of its schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Superintendent Richard Machesky and his team were stunned. The district was indeed proposing to merge separate sixth- and seventh-grade math tracks into what it said would be a single, rigorous pathway emphasizing pre-algebra skills. In eighth grade, students could opt for Eighth Grade Math or Algebra I. But the district had no plans for changes to other grades, much less to do away with high school honors classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky and a district team of curriculum specialists and math teachers had unveiled the plan during a series of meetings with parents of current and incoming middle schoolers. Parents had largely expressed support, said Machesky: “We thought we were hitting the mark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">No matter. The email blast spurred opponents to show up at a board workshop and a town hall. A \u003c/span>\u003ca href=\"https://www.change.org/p/oppose-the-removal-of-honors-classes-in-the-troy-school-district\">\u003cspan style=\"font-weight: 400\">petition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> demanding that the plan be scrapped got more than 3,000 signatures. At one packed board meeting, more than 40 people spoke, nearly all opposed, and the comments got personal. “Are you all on drugs?” parent Andrew Sosnoski asked the members.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s part of the \u003ca href=\"https://www.kqed.org/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy\">skirmish over “detracking,”\u003c/a> or eliminating the sorting of kids by perceived ability into separate math classes. Since the mid-1980s, some education experts have supported such moves, citing \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2018/08/180816081454.htm#:~:text=%22Educational%20tracking%20creates%20artificial%20inequalities%20among%20students.%22%20ScienceDaily\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1250375.pdf\">\u003cspan style=\"font-weight: 400\">showing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that tracking primarily serves as a marker of race or class, as Black and Hispanic students, and those from lower-income families, are steered into lower-track classes at disproportionate rates. In the last 15 years, a handful of school districts around the country have eliminated some tracked math classes.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While there’s been ample \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/#footnote1\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on tracking’s negative effects, studies of positive effects resulting from detracking are scant. A \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">2009 summary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 15 studies from 1972 to 2006 concluded that detracking improved academic outcomes for lower-ability students, but had \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1111/j.1756-5391.2009.01032.x\">\u003cspan style=\"font-weight: 400\">no effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on average and high-ability students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proposals to curtail tracking often draw \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/fairfax-county-schools-math-classes-tracking/2021/04/29/197aa29c-a7a2-11eb-8d25-7b30e74923ea_story.html\">\u003cspan style=\"font-weight: 400\">fiery opposition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, sometimes scuttling the efforts. The San Francisco Unified School District, which in 2014 \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-03-20-sfusd-leaders-work-researchers-examine-math-programming\">\u003cspan style=\"font-weight: 400\">detracked\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> math through ninth\u003c/span> \u003cspan style=\"font-weight: 400\">grade, recently \u003c/span>\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2024-03-15-sfusd-announces-pilot-schools-algebra-1-8th-grade-2024-25#:~:text=The%20San%20Francisco%20Board%20of,the%202024%2D25%20school%20year\">\u003cspan style=\"font-weight: 400\">announced\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it’s testing the reintroduction of a tracked system, following a \u003c/span>\u003ca href=\"https://news.yahoo.com/sf-parents-sue-local-school-202200892.html\">\u003cspan style=\"font-weight: 400\">lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from a group of parents who alleged that detracking hurt student achievement.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63586\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63586\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Boulan Park Middle School teacher Jordan Baines gives tips to help her students figure out a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback, often from \u003c/span>\u003ca href=\"https://www.educationnext.org/the-detracking-movement/\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of \u003c/span>\u003ca href=\"https://www.nassp.org/tracking-and-ability-grouping-in-middle-level-and-high-schools/#:~:text=Parents%20of%20high%2Dtrack%20students,make%20teaching%20admittedly%20more%20challenging\">\u003cspan style=\"font-weight: 400\">high-track students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, is part of why tracking, especially in math, remains common. In a 2023 \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA2836-2.html\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of middle-school principals by the Rand Corporation, 39% said their schools group students into separate classes based on achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But some places have changed their math classes with minimal backlash, and also ensured course rigor and improved academic outcomes. That’s often because they moved slowly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Evanston Township High School, in Illinois, started detracking in 2010, collapsing several levels in two freshman-year subjects — humanities and biology — into one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, for six years, the school made no other changes. That allowed leaders to work out the kinks and look at the data to make sure there were no negative effects on achievement, said Pete Bavis, the district’s assistant superintendent for curriculum and instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers liked the mixed-ability classes and asked to expand them to other subjects. In 2017 the school began detracking sophomore and junior English, geometry and Algebra II.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At South Side Middle School and High School on Long Island, detracking went even slower, taking 17 years to fully roll out between 1989 and 2006.During that period, the proportion of students earning New York’s higher-level Regents diploma \u003c/span>\u003ca href=\"https://includenyc.org/help-center/resources/nyc-high-school-diploma-options/#:~:text=Graduating%20with%20a%20high%20school,and%20High%20School%20Equivalency%20Diplomas\">\u003cspan style=\"font-weight: 400\">climbed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from 58% in 1989 to 97% by 2005. “I always told parents, when we started moving this through the high school, ‘Look, if this isn’t working, I’m not going to do it. I’m not going to hurt your kid,’” said former South Side High Principal Carol Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those slow rollouts contrast with what happened in the Shaker Heights City School District in Ohio in 2020. That summer, school leaders needed to simplify schedules to accommodate a mix of online and onsite students because of the pandemic. They saw an \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/08/16/shaker-heights-academic-tracking-classes-racial-equity/\">\u003cspan style=\"font-weight: 400\">opening\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do something that had long been in the district’s strategic plan: end tracking in most fifth- through ninth-grade subjects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But teachers complained last \u003c/span>\u003ca href=\"https://shakerite.com/campus-and-city/investigations/we-did-it-the-wrong-way/10/2023/\">\u003cspan style=\"font-weight: 400\">spring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that it had gone too quickly, saying that they didn’t get enough training on teaching mixed classrooms, and that course rigor has suffered. Even supporters of detracking suggested it had happened so fast that the district couldn’t lay the groundwork with parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaker Heights Superintendent David Glasner said he understands those concerns. But he said he also heard from parents, students and instructional leaders who say they’re glad the district “ripped the Band-Aid off.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Troy, despite the pushback from parents, the school board \u003c/span>\u003ca href=\"https://www.freep.com/story/news/education/2023/05/26/troy-school-district-honors-classes-remove-math/70228665007/\">\u003cspan style=\"font-weight: 400\">voted 6-1\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the change, noting that the district had spent four years studying options and that teachers and outside experts largely supported the plan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Machesky said if he had it to do over, he’d communicate with parents earlier. The anonymous email took advantage of an information void: The district had communicated the proposal only to parents of current and upcoming middle schoolers. Most who opposed it had younger kids, he said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63590\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math13-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Boulan Park Middle School in Troy, Michigan, work on a math problem. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders in Evanston and South Side both say they also framed detracking as a way to create more opportunities for all students. As part of getting rid of tracks, Evanston created an “earned honors” system. All students enroll in the same classes, but they can opt into honors credit — which boosts their class grade by a half-point, akin to extra credit — if they take and do well on additional assessments or complete additional projects.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School leaders in South Side also ensured that detracked classes remained as challenging as the higher-level classes had been previously, Burris said. To make sure students succeeded, the school arranged for teachers to tutor struggling students in a support class held two or three times a week and in a half-hour period before school, changing the bus schedules to make that work. Teachers also created optional activities for each lesson that would push higher-achieving students if they mastered the material being covered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to make sure you’re not taking something away from anyone,” said Burris.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To prepare for pushback, Evanston also formed a “rapid-response team” that answered parent questions about the new system within 24 hours and developed dozens of pages of frequently updated FAQs. That took the pressure off teachers, letting them focus on the classroom, said math department chair Dale Leibforth. By the end of the first year of detracking, the school had gotten just three complaints, all requests for fixes to narrow technical problems rather than wholesale critiques, said Bavis.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We imagined a catastrophe,” he said. “We asked, ‘what could go wrong?’” and mapped how to handle each scenario.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63589\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63589\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/20240321_hechingerreport_math10-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Troy School District in Michigan has moved to end “basic” and “honors” math classes for sixth and seventh graders. \u003ccite>(Amanda J. Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to continued critiques of its detracking effort, last fall Shaker Heights pioneered another idea: an evening immersion experience that lets parents sit through detracked classes, followed by questions and answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents were respectful but probing: How do teachers work together to make the new system work? Do kids know when they’re grouped with others who are struggling in a skill? Are the books we worked with really at sixth-grade level? While there’s no data on the session’s effects, Glasner says they “absolutely did move the needle” on community opinion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research from the Century Foundation, a progressive think tank, suggests that districts should focus on how detracking helps all students, rather than emphasizing that the efforts are aimed to advance equity and benefit students in lower tracks, said senior fellow Halley Potter. That approach gives parents of higher-track kids the idea that their own child’s academics are being sacrificed to help others.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That fits with what Machesky thinks happened last spring in Troy. “We kind of got caught up with the equity arguments that were raging in districts nationally at the time,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After last May’s board vote, opponents launched a recall petition against three board members who’d voted in favor of the change. To get on the ballot, it needed 8,000 signatures but got \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/08/15/recall-effort-falls-short-in-troy/\">\u003cspan style=\"font-weight: 400\">fewer than half\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since then, the opposition there has gone silent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last fall the district held “math nights” to talk about the new system and let parents ask questions. The students have settled in. “I have received zero negative communication from parents — no emails, no phone calls — zero,” said Machesky.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/eliminating-advanced-math-often-prompts-outrage-some-districts-buck-the-trend/\">\u003ci>\u003cspan style=\"font-weight: 400\">detracking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\"> Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63585/eliminating-advanced-math-tracks-often-prompts-outrage-some-districts-buck-the-trend","authors":["byline_mindshift_63585"],"categories":["mindshift_21579"],"tags":["mindshift_392","mindshift_20841"],"featImg":"mindshift_63590","label":"mindshift"},"mindshift_63058":{"type":"posts","id":"mindshift_63058","meta":{"index":"posts_1591205157","site":"mindshift","id":"63058","score":null,"sort":[1707127253000]},"guestAuthors":[],"slug":"how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy","title":"How one district has diversified its advanced math classes — without the controversy","publishDate":1707127253,"format":"standard","headTitle":"How one district has diversified its advanced math classes — without the controversy | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about math equity was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Fights over ‘detracking’ math classes have roiled other districts. But Union Public Schools, in Oklahoma, took a middle ground, adding tutoring and non-test-based ways for students to qualify for advanced math.","status":"publish","parent":0,"modified":1706902714,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":2439},"headData":{"title":"How one district has diversified its advanced math classes — without the controversy | KQED","description":"Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Fights over ‘detracking’ math classes have roiled some districts. But an Oklahoma district has found success with a middle ground approach.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How one district has diversified its advanced math classes — without the controversy","datePublished":"2024-02-05T10:00:53.000Z","dateModified":"2024-02-02T19:38:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Neal Morton, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about math equity was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TULSA, Okla. — Amoni and Zoe scattered the contents of a sandwich bag full of fruit-flavored candy across their desks as part of a math lesson on ratios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What does it mean to have 50%?” their teacher, Kelly Woodfin, asked the sixth graders in her advanced math class. “What does it mean to have half?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amoni and Zoe, both 11, ate just one piece of candy each, as they converted the share of green apples or pink strawberries from their bag into fractions, decimals and percents. When they got stumped on a strategy for turning a decimal into a percentage, the pair’s arms shot in the air.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think, you go two steps over, and to the left,” Amoni said, her voice trailing into a question.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You’ve been doing this for two weeks, sister,” Woodfin playfully chided her. “I don’t know why you’re doubting yourself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, when Woodfin attended \u003c/span>\u003ca href=\"https://www.unionps.org/\">\u003cspan style=\"font-weight: 400\">Union Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from kindergarten through eighth grade, she sat in fairly homogenous classrooms. Woodfin recalled her peers as predominantly white, a legacy of families moving to the suburbs as \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=ED145054\">\u003cspan style=\"font-weight: 400\">Tulsa schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> desegregated during the 1950s. But when she returned to teach at Union in 2012, the white student population had shrunk to a little more than half of \u003c/span>\u003ca href=\"https://s3.amazonaws.com/scschoolfiles/1967/annual_report_12-13.pdf\">\u003cspan style=\"font-weight: 400\">total enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Until recently, however, students in Union’s advanced math classes remained mostly white. The accelerated track in middle and high school drew mostly from elementary schools in affluent neighborhoods, where students tended to perform better on a pre-algebra placement test that they had one chance to take as fifth graders. But on a recent winter day, only two of Woodfin’s students identified as white and more than a third were still learning English.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63071\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63071\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity01-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Woodfin, once a student at Union Public Schools in Tulsa, Okla., teaches advanced math to a class of sixth graders. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transformation of Woodfin’s class rosters represent more than a general shift in \u003c/span>\u003ca href=\"https://oklaschools.com/district/72I009/\">\u003cspan style=\"font-weight: 400\">who attends Union schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where today only one in four students is white. It’s also the result of a years-long campaign to identify and promote more students from underrepresented backgrounds into the district’s most challenging math courses.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elsewhere, concerns about who gets access to advanced math have led districts to \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/does-detracking-promote-educational-equity/\">\u003cspan style=\"font-weight: 400\">end the tracking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of students into different math classes by perceived ability or to remove accelerated classes altogether in the name of equity. Union, by contrast, has attempted to find a middle ground. The district, which overlaps part of Tulsa and its southeast suburbs, continues to track students into separate math classes beginning in sixth grade. But it has also added new ways beyond the one-time placement test for students to qualify for higher level math courses, and increased support — including in-school tutoring and longer class periods — for students who’ve shown promise in the subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment data suggest the effort to make higher-level math accessible to more students had started to yield results before the pandemic. But there have been challenges: In the last few years, fewer students overall have enrolled in advanced math classes, although the declines for Black and Hispanic students have been less steep than for other groups. Anti-teacher sentiment, on top of Oklahoma’s \u003c/span>\u003ca href=\"https://tulsaworld.com/news/local/education/addressing-the-teacher-shortage-oklahoma-to-offer-bonuses-up-to-50-000/article_1e6ee1a2-e39e-11ed-85c5-efc1e0044b5c.html\">\u003cspan style=\"font-weight: 400\">low teacher salaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have made it difficult to hire math educators, administrators here say. At Union High School, an Algebra 2 position remained vacant for more than a year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the district remains committed to its changes. Recently, principals and veteran math educators have persuaded some former students to join Union’s teaching ranks. Shannan Bittle, a secondary math specialist for Union, said new academic programs — like \u003c/span>\u003ca href=\"https://www.fox23.com/news/local/union-public-schools-starts-new-year-launches-aeronautics-program/article_9b39dde6-3c62-11ee-b26c-23ea4f636a91.html\">\u003cspan style=\"font-weight: 400\">aviation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.facebook.com/watch/?v=1216770762027851\">\u003cspan style=\"font-weight: 400\">construction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — could offer students more ways to apply higher levels of math in lucrative jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We try really, really hard not to keep people out” of accelerated math, she said. “But we do our best to give them the tools to succeed.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63061\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63061\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Miguel, right, helps Josue with an exercise on graphing coordinates during Kelly Woodfin’s sixth-grade math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking algebra or higher in middle school places a student on the path to calculus in high school, which opens the door to selective colleges and is considered a gateway course for many high-paying STEM careers. \u003c/span>\u003ca href=\"https://civilrightsdata.ed.gov/profile/us?surveyYear=2020\">\u003cspan style=\"font-weight: 400\">Federal education data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows white students enroll in high school calculus at nearly eight times the rate of their Black peers and about triple the average for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are many Black and Latino students and students from low-income backgrounds who have demonstrated an aptitude and are yearning for more — yet they are systemically denied access to advanced math courses,” wrote the authors of a December 2023 \u003c/span>\u003ca href=\"https://edtrust.org/wp-content/uploads/2014/09/Advanced-Math-V9.pdf\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from nonprofits Education Trust and Just Equations. “This practice — and mindset — must change.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, approaches school districts have taken to increase diversity in math have inspired controversy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, the \u003c/span>\u003ca href=\"https://www.sfexaminer.com/news/education/the-lawsuit-that-could-change-california-math-education/article_a5b5e9c8-af1c-11ed-9b0f-07c7d381b5f1.html\">\u003cspan style=\"font-weight: 400\">school district\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> eliminated accelerated math at middle and high schools in 2014 to end the segregating of classrooms by ability, prompting parental outcry. Three years later, \u003c/span>\u003ca href=\"https://www.boston.com/news/the-boston-globe/2023/07/18/cambridge-schools-are-divided-over-middle-school-algebra/\">\u003cspan style=\"font-weight: 400\">Cambridge Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Massachusetts began dismantling its policy of tracking students into either accelerated or grade-level math. Near Detroit, the \u003c/span>\u003ca href=\"https://www.theoaklandpress.com/2023/05/17/troy-board-votes-to-eliminate-middle-school-honors-classes/\">\u003cspan style=\"font-weight: 400\">Troy school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> voted to remove advanced math for middle schools beginning later this year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63068\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg\" alt=\"\" width=\"300\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1365x2048.jpg 1365w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-1920x2880.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity03-scaled.jpg 1707w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">1/24/24 10:19:25 AM — A student works at her desk during Kelly Woodfin’s 6th grade math class at the Union Schools 6th and 7th Grade Center in Tulsa, Okla.\u003cbr>Photo by Shane Bevel \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, the California state board of education last year adopted new curriculum guidelines that, among other ideas, encourage schools to delay algebra until ninth grade. The \u003c/span>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\">\u003cspan style=\"font-weight: 400\">board insisted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the framework “affirms California’s commitment to ensuring equity and excellence in math learning for all students.” But critics — including \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/california-adopts-controversial-new-math-framework-heres-whats-in-it/2023/07\">\u003cspan style=\"font-weight: 400\">math and science professors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — have suggested it does the opposite, by denying students the academic preparation they need to succeed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I see the value, in theory,” Rebecka Peterson, a Union High math teacher and 2023 \u003c/span>\u003ca href=\"https://ntoy.ccsso.org/rebecka-peterson-2023-national-teacher-of-the-year/\">\u003cspan style=\"font-weight: 400\">National Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said of efforts like California’s. But, she added, “Kids are so unique, and one size fits all — as a mom, it’s not what I want for my son.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peterson started working for Union schools about 12 years ago, teaching math classes ranging from intermediate algebra to advanced placement calculus. Early on, Peterson noticed the demographic split in her classes: “We’re a very culturally rich district, and yet, my calculus classes were mostly white,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She decided to talk with her principal at the time, Lisa Witcher. The pair discovered that, although Union High enrolled students from all 13 elementary campuses, Peterson’s calculus students primarily started at just three — the whitest and wealthiest of Union’s elementaries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shortly after, district administration tapped Witcher to spearhead a new \u003c/span>\u003ca href=\"https://uhs.unionps.org/college-career/edge\">\u003cspan style=\"font-weight: 400\">early college program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She began recruiting students who had completed geometry as freshmen, but found only a tenth of Black freshmen in Union were eligible to enroll in that class. They hadn’t taken the prerequisite, Algebra 1, in eighth grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That sparked some uncomfortable conversations,” said Witcher, who retired from the district in 2021.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, administrators traced the cause of the narrow pipeline into advanced middle and high school math to the fifth grade. That’s when schools administered a heavily word-based exam, which students had one chance to pass. District officials said the high-stakes exam disadvantaged two growing populations in Union schools: kids who were still learning English, and children from low-income families, whose parents couldn’t afford private tutors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This discovery prompted a series of changes, beginning about a decade ago. The school district did not eliminate the fifth-grade exam as an entryway into advanced math, but students can now attempt the test multiple times. Elementary schools offer math tutors starting in the third grade, with after-school programs for students struggling in the subject. Teachers can refer promising students for sixth grade advanced math, regardless of how they did on the placement exam. A central administrator also reviews student grades and growth on proficiency exams to automatically enroll students into an accelerated class. (Parents are sent a letter notifying them of the automatic enrollment, at which point they can choose to opt out.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We hunt them down from every corner of the school district,” said Todd Nelson, a former math teacher who now oversees data, research and testing for the district.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since 2016, the diversity of students enrolled in the district’s advanced math courses has increased. Hispanic students now make up 29% of enrollment, up from 18%; Black and multiracial students each represent 10% of enrollment, up from about 8% in 2016.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63064\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity07-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jonathan works a problem on the smart board during Kelly Woodfin’s advanced math class. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">More recently, however, participation in higher-level math has dipped in Union schools, across all student subgroups. District data show the trend, especially in high school, started before the pandemic. But administrators say the disruption of school lockdowns contributed to a lingering aversion to signing up for challenging courses. Still, the share of Black, Hispanic and multiracial students enrolling in Union’s advanced math classes has fallen at much lower rates than those of Asian and white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We see this as the long-term process of the work that we’re doing, as opposed to fixing the problem in one year,” Nelson added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Woodfin’s sixth grade class, 11-year-old Vianca wasn’t sure how she got into advanced math. She remembered taking a “super hard” test as a fifth grader and registered for regular math in middle school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I guess I was just placed in here,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vianca said the subject has been a struggle this year. But a recent shift in sixth grade schedules to add more time for math means she has 90 minutes — instead of just 45 — with Woodfin each day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She always slows down” when it feels like too much, Vianca said of her teacher. “I can ask for help.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63063\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg\" alt=\"\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-768x472.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1536x945.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-2048x1260.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity08-1920x1181.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grade teacher Kelly Woodfin uses sports metaphors to help her students during an advanced math at Union Public Schools in Tulsa, Okla. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doubling the amount of math that both sixth graders take in Union has come with a cost. Some parents bristled at the reduction of extracurriculars, like art or music. The change required doubling the number of secondary math teachers, and principals already had a hard time recruiting teachers for those subjects. (Last school year, the turnover rate for Oklahoma teachers reached 24%, the highest rate in a decade, according to \u003c/span>\u003ca href=\"https://sde.ok.gov/comprehensive-teacher-pay-reform\">\u003cspan style=\"font-weight: 400\">state data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The lack of teacher diversity also complicates the district’s overall mission of increasing diversity in advanced math, Bittle acknowledged. Only two out of about 90 middle and high school math teachers identify as Black, and efforts to recruit at \u003c/span>\u003ca href=\"https://www.langston.edu/education-behavioral-sciences\">\u003cspan style=\"font-weight: 400\">Langston University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the state’s only historically Black university, have yet to prove successful. Bittle added that Oklahoma’s low pay for teachers doesn’t help: Schools in neighboring states tend to offer much more than the \u003c/span>\u003ca href=\"https://oklahoma.gov/content/dam/ok/en/careertech/educators/agricultural-education/program-funding/Salary%20Schedule%20for%202023-2024.pdf\">\u003cspan style=\"font-weight: 400\">roughly $40,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> starting salary for teachers in the Sooner State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on the detracking debate presents a complicated picture. About the same time that the district made its changes, one international study suggested steering bright students into accelerated classes could \u003c/span>\u003ca href=\"https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-rich-and-poor-a-33-country-study-finds/\">\u003cspan style=\"font-weight: 400\">exacerbate the rich-poor divide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools. Another paper, published by the Brookings Institution in 2016, found that Black and Hispanic students \u003c/span>\u003ca href=\"https://hechingerreport.org/finding-benefits-tracking/\">\u003cspan style=\"font-weight: 400\">scored better on Advanced Placement exams\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in states that tracked more eighth graders into different ability levels in math.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This will remain murky,” said Kristen Hengtgen, a senior analyst with the Education Trust. “Detracking seems to have good intentions, but we just haven’t seen it work conclusively yet.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63069\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63069\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/morton-calculus-equity02-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sixth grader Jayda works at her desk in an advanced math class in Union Public Schools. The Tulsa-area school district has tried to increase the diversity of students on its accelerated math track. \u003ccite>(Shane Bevel for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Union remains committed to its efforts, though. And in a pin-drop quiet calculus class, where only the hum of the HVAC system disrupted the scratching of pencils, students remained committed to their own hard work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lizeth Rosas sat in the back row. Wearing bright blue smocks for a nursing program she had later in the day, the 18-year-old scribbled notes on how to find the average value of friction with a given interval.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any questions?” her teacher invited. “Speak now, or forever hold your peace.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only eight of the 22 students in the class identified as white. Rosas first got into an advanced math as a seventh grader, she said. Last year, to her surprise, a teacher recommended she take the Advanced Placement course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the beginning, I questioned myself — a lot,” she said. “I didn’t know if I was ready. It’s kind of a lot to process, and we move so fast.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rosas plans to work as a licensed practical nurse after graduation, and expects conversions of medications and IV fluids will require math. Her father, who runs his own remodeling company, can’t help with her calculus work, she said. But, her nursing program, part of a \u003c/span>\u003ca href=\"https://tulsatech.edu/about-the-district/locations/high-school-extension-programs/\">\u003cspan style=\"font-weight: 400\">high school extension program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the nearby Tulsa Technology Center, offers academic tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t really need it,” Rosas said. “The teachers here are really helpful. They just kind of help me. They remind me I can do it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy/\">\u003ci>\u003cspan style=\"font-weight: 400\">math equity\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63058/how-one-district-has-diversified-its-advanced-math-classes-without-the-controversy","authors":["byline_mindshift_63058"],"categories":["mindshift_21357","mindshift_21579"],"tags":["mindshift_912","mindshift_276","mindshift_21322","mindshift_21846","mindshift_21699","mindshift_20701","mindshift_392","mindshift_20841"],"featImg":"mindshift_63060","label":"mindshift"},"mindshift_40012":{"type":"posts","id":"mindshift_40012","meta":{"index":"posts_1591205157","site":"mindshift","id":"40012","score":null,"sort":[1428326737000]},"guestAuthors":[],"slug":"what-students-gain-from-being-on-the-same-track-for-college","title":"What Students Gain From Being On the Same Track For College","publishDate":1428326737,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.amazon.com/Transforming-Project-Based-Performance-Assessment-Standards/dp/1118739744\">Transforming Schools Using Project Based Learning, Performance Assessment, and Common Core Standards\u003c/a>\" by Bob Lenz, with Justin Wells and Sally Kingston. This section is from the chapter entitled “Transforming School Systems.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED CLASSROOMS (NO TRACKING) \u003c/strong>\u003c/p>\n\u003cp>
At Envision Schools, there is no tracking. All Envision Schools students take the required courses for freshman admission to both the University of California and California State University systems. By not tracking students and by having heterogeneous classrooms, we have systematized our belief that all students can achieve success in college. \u003c/p>\n\u003cp>Tracking is a pervasive school structure that seems to be another sticky problem of practice. It simplifies master scheduling challenges that consume hours of counselors’ and school leaders’ time. While it solves administrative challenges, it also creates a structure that sorts and selects kids by ability, test scores, or grades and communicates and institutionalizes a fixed mindset about students’ ability to learn and grow. Schools and teachers often say that all kids can go to college, but when they don’t place some students in academically rigorous courses, these students (and their parents and guardians) learn to believe that “all” does not include them, that they cannot go to college. Teachers and students lower their expectations. This is detrimental to all kids, in our opinion, but it is even more so for underprivileged students who are living in poverty and/or who will be the first to go to college in their families. These students need the system to tell them, “Yes! You can do it!” Tracking says “Yes!” to some and “No!” to others.\u003c/p>\n\u003cp>At Envision Schools, we say “Yes!” to every student who enters our doors, even students who enter ninth grade reading at an elementary level. As at every other school serving a diverse student population, our students have a wide range of skills. Integrating them into heterogeneous classes is challenging. It is, without a doubt, harder to integrate students than to track them, but it is better.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Contrary to the statistics and some people’s expectations, it is possible for all students to be college-prep kids.'\u003c/aside>\n\u003cp>Integrated classrooms are better for all students. How do we know? Because 100 percent of Envision students complete California’s college preparatory course work, and over 90 percent of seniors enroll in college and persist to sophomore year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Integrated classrooms make a big difference for traditionally underperforming students because in such classrooms they learn to adjust to higher expectations and can see the connection between success and effort. Students who have not been in academically rigorous classrooms have not had exposure to high expectations from their teachers. They don’t understand the effort that high-performing students make in and out of class. They believe that those students are simply “smart,” and they really do not make the connection between effort and grades. For underperforming students, this is a wake-up call. Although that call can be very frustrating to low-achieving students at first, it also can inspire them to work toward the standards set by their peers.\u003c/p>\n\u003cp>High-performing students in integrated classrooms push their teachers to create challenging and fast-paced lessons and projects. Without these demanding voices, a teacher just might lower his or her expectations for students. That’s much less likely to happen in a class with well-prepared students, so teachers learn to keep high standards for all the kids.\u003c/p>\n\u003cp>A universal concern of parents and educators about integrated classrooms is that struggling students consume teachers’ time, taking away from what higher-performing students need. At Envision, we have observed that this is more of a fear than a reality. High-performing Envision students apply and are accepted to competitive colleges and universities, similar to their peers in other high schools.\u003c/p>\n\u003cp>[contextly_sidebar id=\"2NJjyQeHaoh0NHpFwSNRxtQUAzeOFB9j\"]\u003c/p>\n\u003cp>Integrated classrooms provide all students with a diverse learning space to develop deeper learning skills that transfer to college and the workplace. By learning to collaborate and communicate with students with backgrounds different from their own, students will be more prepared to succeed in an increasingly diverse workplace.\u003c/p>\n\u003cp>Educators who are interested in dismantling tracking are frequently apprehensive about including all students in college-prep courses, and they typically have these three questions in common:\u003c/p>\n\u003cp>* Will we dumb down the curriculum?\u003c/p>\n\u003cp>* Is it fair to put so much pressure on students who are not prepared? Can’t we prepare them in remedial classes and then have them take college-prep courses?\u003c/p>\n\u003cp>* Isn’t all of this difficult for the teacher?\u003c/p>\n\u003cp>After ten years of persisting through ongoing challenges associated with integrated classrooms, we have answers to these questions. It is important to note that you cannot just create integrated classrooms and assume that the structure is self-sustaining. These classrooms need to be nurtured and adjusted to meet the dynamic challenges of changes in teacher and student assignments. The answers we offer in this section are not intended to be the answers, but rather to provoke your thinking about how you can liberate your students from the shackles of tracking.\u003cbr>\nCurriculum in integrated classrooms is not dumbed down at Envision Schools. As we have noted elsewhere, teachers use rubrics that align to Envision’s graduate profile and the Common Core State Standards. Well-designed projects offer multiple entry points into the curriculum for students performing at all levels.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Tranforming-Schools-.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Tranforming-Schools-.png\" alt=\"Tranforming Schools\" width=\"311\" height=\"406\" class=\"alignright size-full wp-image-40021\">\u003c/a>Of course, not all students enter ninth grade academically prepared for these academically rigorous courses. This means that Envision teachers need to differentiate and scaffold their curriculum, using PBL and other teaching methods. They use teacher-created formative assessments and diagnostics to identify students who will require specific interventions in reading, language, or math to accelerate their learning.\u003c/p>\n\u003cp>We believe not only that it is fair to push underperforming students but also that it is our moral obligation to hold all students to high standards and provide targeted support to help them through high school and beyond. Envision’s mission—to transform the lives of students—drives our organizational energy and resources. We also believe in a growth mindset, which is why we created integrated classrooms that explicitly and tacitly communicate to students and their families that all students can do it. We think it is unfair not to push students.\u003c/p>\n\u003cp>Finally, integrated classrooms do pose challenges for teachers. Like teachers in tracked classrooms, Envision teachers have to have a high level of content knowledge and pedagogical prowess, and a deep understanding of what motivates students. In other words, teachers have to be at the top of their game. Other Envision Schools structures enable integrated classrooms, and integrated classrooms would not work at Envision without teacher teams, cohort scheduling, advisories, professional development, common planning time, and parent-student-advisor conferences.\u003c/p>\n\u003cp>In California, only 35 percent of students graduate from high school having taken the required UC and CSU courses. The percentages are much lower for poor students and African American and Latino students. At Envision Schools, 100 percent of students graduate having taken the required courses. Contrary to the statistics and some people’s expectations, it is possible for all students to be college-prep kids.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Reprinted from \"Transforming Schools Using Project Based Learning, Performance Assessment, and Common Core Standards\" by \u003ca href=\"https://twitter.com/envisionschools\">Bob Lenz\u003c/a>, with Justin Wells and Sally Kingston, with permission from \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118739744.html\">Wiley\u003c/a>. Copyright ©2015.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Schools separate kids into tracks, like honors, based on abilities, but some argue this is a disadvantage to all learners. ","status":"publish","parent":0,"modified":1428326737,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1254},"headData":{"title":"What Students Gain From Being On the Same Track For College | KQED","description":"Schools separate kids into tracks, like honors, based on abilities, but some argue this is a disadvantage to all learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Students Gain From Being On the Same Track For College","datePublished":"2015-04-06T13:25:37.000Z","dateModified":"2015-04-06T13:25:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40012 http://ww2.kqed.org/mindshift/?p=40012","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/06/what-students-gain-from-being-on-the-same-track-for-college/","disqusTitle":"What Students Gain From Being On the Same Track For College","path":"/mindshift/40012/what-students-gain-from-being-on-the-same-track-for-college","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \"\u003ca href=\"http://www.amazon.com/Transforming-Project-Based-Performance-Assessment-Standards/dp/1118739744\">Transforming Schools Using Project Based Learning, Performance Assessment, and Common Core Standards\u003c/a>\" by Bob Lenz, with Justin Wells and Sally Kingston. This section is from the chapter entitled “Transforming School Systems.”\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>INTEGRATED CLASSROOMS (NO TRACKING) \u003c/strong>\u003c/p>\n\u003cp>
At Envision Schools, there is no tracking. All Envision Schools students take the required courses for freshman admission to both the University of California and California State University systems. By not tracking students and by having heterogeneous classrooms, we have systematized our belief that all students can achieve success in college. \u003c/p>\n\u003cp>Tracking is a pervasive school structure that seems to be another sticky problem of practice. It simplifies master scheduling challenges that consume hours of counselors’ and school leaders’ time. While it solves administrative challenges, it also creates a structure that sorts and selects kids by ability, test scores, or grades and communicates and institutionalizes a fixed mindset about students’ ability to learn and grow. Schools and teachers often say that all kids can go to college, but when they don’t place some students in academically rigorous courses, these students (and their parents and guardians) learn to believe that “all” does not include them, that they cannot go to college. Teachers and students lower their expectations. This is detrimental to all kids, in our opinion, but it is even more so for underprivileged students who are living in poverty and/or who will be the first to go to college in their families. These students need the system to tell them, “Yes! You can do it!” Tracking says “Yes!” to some and “No!” to others.\u003c/p>\n\u003cp>At Envision Schools, we say “Yes!” to every student who enters our doors, even students who enter ninth grade reading at an elementary level. As at every other school serving a diverse student population, our students have a wide range of skills. Integrating them into heterogeneous classes is challenging. It is, without a doubt, harder to integrate students than to track them, but it is better.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Contrary to the statistics and some people’s expectations, it is possible for all students to be college-prep kids.'\u003c/aside>\n\u003cp>Integrated classrooms are better for all students. How do we know? Because 100 percent of Envision students complete California’s college preparatory course work, and over 90 percent of seniors enroll in college and persist to sophomore year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Integrated classrooms make a big difference for traditionally underperforming students because in such classrooms they learn to adjust to higher expectations and can see the connection between success and effort. Students who have not been in academically rigorous classrooms have not had exposure to high expectations from their teachers. They don’t understand the effort that high-performing students make in and out of class. They believe that those students are simply “smart,” and they really do not make the connection between effort and grades. For underperforming students, this is a wake-up call. Although that call can be very frustrating to low-achieving students at first, it also can inspire them to work toward the standards set by their peers.\u003c/p>\n\u003cp>High-performing students in integrated classrooms push their teachers to create challenging and fast-paced lessons and projects. Without these demanding voices, a teacher just might lower his or her expectations for students. That’s much less likely to happen in a class with well-prepared students, so teachers learn to keep high standards for all the kids.\u003c/p>\n\u003cp>A universal concern of parents and educators about integrated classrooms is that struggling students consume teachers’ time, taking away from what higher-performing students need. At Envision, we have observed that this is more of a fear than a reality. High-performing Envision students apply and are accepted to competitive colleges and universities, similar to their peers in other high schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Integrated classrooms provide all students with a diverse learning space to develop deeper learning skills that transfer to college and the workplace. By learning to collaborate and communicate with students with backgrounds different from their own, students will be more prepared to succeed in an increasingly diverse workplace.\u003c/p>\n\u003cp>Educators who are interested in dismantling tracking are frequently apprehensive about including all students in college-prep courses, and they typically have these three questions in common:\u003c/p>\n\u003cp>* Will we dumb down the curriculum?\u003c/p>\n\u003cp>* Is it fair to put so much pressure on students who are not prepared? Can’t we prepare them in remedial classes and then have them take college-prep courses?\u003c/p>\n\u003cp>* Isn’t all of this difficult for the teacher?\u003c/p>\n\u003cp>After ten years of persisting through ongoing challenges associated with integrated classrooms, we have answers to these questions. It is important to note that you cannot just create integrated classrooms and assume that the structure is self-sustaining. These classrooms need to be nurtured and adjusted to meet the dynamic challenges of changes in teacher and student assignments. The answers we offer in this section are not intended to be the answers, but rather to provoke your thinking about how you can liberate your students from the shackles of tracking.\u003cbr>\nCurriculum in integrated classrooms is not dumbed down at Envision Schools. As we have noted elsewhere, teachers use rubrics that align to Envision’s graduate profile and the Common Core State Standards. Well-designed projects offer multiple entry points into the curriculum for students performing at all levels.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Tranforming-Schools-.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Tranforming-Schools-.png\" alt=\"Tranforming Schools\" width=\"311\" height=\"406\" class=\"alignright size-full wp-image-40021\">\u003c/a>Of course, not all students enter ninth grade academically prepared for these academically rigorous courses. This means that Envision teachers need to differentiate and scaffold their curriculum, using PBL and other teaching methods. They use teacher-created formative assessments and diagnostics to identify students who will require specific interventions in reading, language, or math to accelerate their learning.\u003c/p>\n\u003cp>We believe not only that it is fair to push underperforming students but also that it is our moral obligation to hold all students to high standards and provide targeted support to help them through high school and beyond. Envision’s mission—to transform the lives of students—drives our organizational energy and resources. We also believe in a growth mindset, which is why we created integrated classrooms that explicitly and tacitly communicate to students and their families that all students can do it. We think it is unfair not to push students.\u003c/p>\n\u003cp>Finally, integrated classrooms do pose challenges for teachers. Like teachers in tracked classrooms, Envision teachers have to have a high level of content knowledge and pedagogical prowess, and a deep understanding of what motivates students. In other words, teachers have to be at the top of their game. Other Envision Schools structures enable integrated classrooms, and integrated classrooms would not work at Envision without teacher teams, cohort scheduling, advisories, professional development, common planning time, and parent-student-advisor conferences.\u003c/p>\n\u003cp>In California, only 35 percent of students graduate from high school having taken the required UC and CSU courses. The percentages are much lower for poor students and African American and Latino students. At Envision Schools, 100 percent of students graduate having taken the required courses. Contrary to the statistics and some people’s expectations, it is possible for all students to be college-prep kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Reprinted from \"Transforming Schools Using Project Based Learning, Performance Assessment, and Common Core Standards\" by \u003ca href=\"https://twitter.com/envisionschools\">Bob Lenz\u003c/a>, with Justin Wells and Sally Kingston, with permission from \u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118739744.html\">Wiley\u003c/a>. Copyright ©2015.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40012/what-students-gain-from-being-on-the-same-track-for-college","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_955","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20557","mindshift_20841","mindshift_20842"],"featImg":"mindshift_40018","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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