Dr. Sid asked me some good questions:
Q: What is my objective?
A: Two objectives:
1. Commence the K-12 curriculum review this year, so that we are not behind in 2014 when the new state standards impact the CT Mastery Test, and Greenwich's results dive, along with housing prices (longer term). Our current curriculum is built around the old CT standard, which has our kids learning multiplication (6-9 times tables) in the fourth grade. The new test will test that in the third grade, according to the standards. And that is just one of the upgrades.
2. Get Everyday Math changed. It is great that some parents (me included) are in a position to instruct our children each night to make up for Everyday Math’s deficiencies, but what about kids where both parents work, and/or don't speak English well, and/or can’t afford a tutor. You may ask why I included speaking English well. One administrator with whom I spoke (ex-New Canaan and now Wilton) said that Everyday Math was “language rich” program, which raises a question about how well Everyday Math works for those who are learning English or who come from homes were English is not the first language. I want to ensure that every student gets the opportunity in school to learn math at least as well as I did. My mom did not have the math skills to help me, and we couldn't afford a tutor. My effort started out to protect my daughter, but there is a larger issue out there that we can't ignore.
Q: Do I want to just ditch Everyday Math?
A: In a word, YES! As one commentator said, “Everyday Math might be a good supplement but it's a lousy curriculum.” Should our teachers be supplementing for the basics (addition, subtraction, multiplication, division)? How consistently are they doing that across the district? If one teacher recognizes the issue, and one does not, is that fair to the latter’s students? The supplements my daughter had last year were the same bulk as the workbook and home work from Everyday Math, meaning her teacher supplemented about as much as the work in Everyday Math. Does that make sense?
Q: Am I recommending a specific substitute?
A: If I start pushing for a specific alternative now, I would be guilty of the same fault as the person(s) who selected this program: they did not do a sufficient review. I would prefer to get the Board of Education to agree to do a review, then ensure that it considers alternatives, including other "new math" programs, in a fair comparison. I doubt if any of the new math programs will hold up, but it should be a comprehensive review. Take a look at what was done by the Bridgewater-Raritan Regional School District to select a new curriculum (they were – past tense – using Everyday Math).
Q: Do I advocate allowing us our choice of curriculum?
A: One of my suggestions at the Board meeting was going to be to run two curricula, but I ran out of time and cut that sentence. I doubt that the alternative will fly because of budget issues. From a purely scientific (okay, geeky) point of view, I would love to see a side-by-side comparison. And I would love to know how much Everyday Math costs every year (all those non-reusable workbooks). Can anyone say FOIA?
Q: Is this change meant for our children (Dr. Sid’s child is the same age as mine), or is this a larger crusade?
A: One thing that we all have limited experience with is the skill level of our children’s teachers in teaching math. Being generalist, it may or may not be a particular teacher’s strength. My daughter has been lucky so far in having very good teachers, but I would love to see some sort of meaningful math certification for elementary teachers, or separate math classes with specialist math teachers. If we want to be serious about preparing our students for college and/or the work force, we have to provide the resources. Greenwich downsized its support staff for math coaches in 2009 (not totally – I think there is some coaching in the lower performing schools), so at a minimum we need to bring those resources back.
Dr. Sid is betting that any change (“the system's ability to meaningfully and constructively reform itself in a short period of time”) will occur long after his/her child is out of elementary school. That is why s/he is home schooling. I am teaching at home too, but we need to think about all of our students.
Brian BTN
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