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Susan Hudson Hull Charles A. Dana Center, University of Texas at Austin TMP August, 2008. Dana Center Initiatives That May Be of Interest to TMP. Advanced Mathematical Decision-Making. An alternative for post-Algebra II. How to Build a 21 st Century Student.
Charles A. Dana Center, University of Texas at Austin
August, 2008Dana Center InitiativesThat May Be of Interest to TMP
An alternative for post-Algebra II
“This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get "left behind" but also whether an entire generation of kids will fail to make the grade in the global economy because they can\'t think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English.”
Time, Dec. 18, 2006
National Center on Education and the Economy, 2007
“Do we know where we\'re going? Are we clear about our destination – ensuring that every student graduates from high school ready to succeed in college, career, and life?”
Whether planning to enter college or workforce training programs, students need to be educated to a comparable level of readiness in reading and mathematics…if they are to succeed in college-level courses without remediation and to enter workforce training programs ready to learn job-specific skills.
So how much math do students need for success in college, work, and citizenship, and what math is it?
“The intensity and quality of one’s secondary school curriculum was the strongest influence not merely on college entrance, but more importantly, on bachelor’s degree completion for students who attended a four-year college at any time.”
“What you study, how much of it, how deeply, and how intensely has a great deal to do with degree completion.”
- Adelman, Toolbox Revisited, 2005
“The impact of a high quality, rigorous, high school curriculum on degree completion is more pronounced, positively, for African American and Latino students than any other pre-college academic resources indicator.”
- Venezia, Betraying the College Dream, 2003
Principles and Standards for School Mathematics,
There’s no consistency across districts.
Higher ed is most likely not involved in developing courses (not true in WA).
There are few resources.
There is little professional development.
There are no common standards.4 years of math for all in the U.S.: What’s happening now?
A joint (ad)venture of the
the Texas Association of Supervisors of Mathematics
With partial funding from the
Greater Texas Foundation
Cathy Seeley, Charles A. Dana Center
Shaping the Culture of Ninth-Grade Classrooms
In a campus study of 144 students who failed Algebra I, only 3 failed only Algebra.
Districts face a crisis in Algebra I, …
but it’s not only Algebra
Teachers: those who will be teaching Alg I in the fall
Summer component: 14 days, 4 hours per day, 2 AYD teachers with up to 30 students
Fall: students scheduled into Alg I courses, 5 students per class, in AYD teacher’s classes (this will mean hand-scheduling)
Academic year component: 4-6 “gatherings” per year with students and teachers
All resources for AYD program online through Agile Mind
Districts agree to share data and learnings with the Dana Center AYD researchers and evaluators
AYD key design elements
Bonding between teachers and students
Changes in beliefs and attitudes
Students will be able to articulate their own role in learning
Students are increasingly able to work and learn together
AYD: What can schools expect?
AYD is one necessary but not sufficient component of improving the campus/district Algebra I program.
Supporting the Broader Vision
Support for double-blocked Algebra I in 9th grade
Algebra I for students likely to struggle: A critical district concern
So, these classes have limited success.
Are there ways to use these resources or the ideas from the resources to support teaching and learning?
Let us know what you are thinking…
Susan HullDana Center InitiativesThat May Be of Interest to TMP