Schools out

[Gob]

(CNSNews.com) - In the Detroit public school district, 96 percent of eighth graders are not proficient in mathematics and 93 percent are not proficient in reading.

That is according to the results of the 2015 National Assessment of Educational Progress tests published by the Department of Education’s National Center for Educational Statistics.

Only 4 percent of Detroit public school eighth graders are proficient or better in math and only 7 percent in reading. This is despite the fact that in the 2011-2012 school year—the latest for which the Department of Education has reported the financial data—the Detroit public schools had “total expenditures” of $18,361 per student and “current expenditures” of $13,330 per student.

According to data published by the Detroit Public Schools, the school district’s operating expenses in the fiscal year that ended on June 30, 2014 amounted to approximately $14,743 per student.

Nationwide, only 33 percent of public-school eighth graders scored proficient or better in reading in 2015 and only 32 percent scored proficient or better in mathematics.



In 2015, 21 large urban school districts participated in the NAEP tests in reading and mathematics as part of what the Department of Education calls its Trial Urban District Assessment (TUDA). Among these 21 districts, the Detroit Public Schools had the smallest percentages of eighth graders scoring proficient or better in reading and math.

In reading, the Cleveland public schools were next to last among the large urban school districts with only 11 percent scoring proficient or better. Baltimore and Fresno were tied for third worst with only 13 percent scoring proficient or better; and Philadelphia ranked fifth worst with only 16 percent scoring proficient or better.

The Cleveland public schools also ranked next to last in math, with only 9 percent of eight graders scoring proficient or better. Baltimore and Fresno were also tied for third worst in math, with only 12 percent scoring proficient or better; and Los Angeles ranked fifth worst with 15 percent scoring proficient or better in math.

[dales]

Yet, the USA leads the world in Nobel laureates.

[Gob]

Working out the answer to 5x3 may seem simple enough but the solution one student gave has sparked an online debate.

The maths question, which asks pupils in the US to work out 5x3 using the repeated addition strategy, was posted on Reddit.

It shows a Year 3 pupil being marked down for the solution 5+5+5, with the teacher noting the correct working out should be shown as 3+3+3+3+3.

The maths paper where 5+5+5=15 was marked as incorrect



A second question asks students to draw an array to show and solve 4x6, with the student drawing six rows of four as the answer. This is also marked as incorrect, with the teacher highlighting four rows of six as how it should be written out.

The National Council of Teachers of Mathematics (NCTM) in the US defended how the paper was marked, saying it gives students a better understanding of the problems they are solving.

"Part of what we are trying to teach children is to become problem solvers and thinkers," said Diane Briars, president of the NCTM.

"We want students to understand what they're doing, not just get the right answer."

The Common Core State Standards for English and Maths has been widely adopted in the US and outlines what each student should know in each subject by the end of each grade.

It is not a system used to teach mathematics in Australia.

Critics claim the different approach can be too confusing for children, while supporters believe the methodology pays dividends when students move on to tackle more difficult problems.
"I would totally argue with the teacher over that for my child," commented one user.

However another replied: "This is a mark of a good teacher. If your question doesn't achieve the desired result then the question was the problem, not the answer."
The maths question has been viewed by more than 2.9 million people on Imgur.

[Gob]

Yet, the USA leads the world in Nobel laureates.

Nope, it just has the most.

Switzerland boasts of not just the largest number of Nobels per capita but also has the most number of associations with non-Swiss Nobel laureates, with a majority of them having completed their winning work in the country. Numerous Swiss organisations, including Doctors without Borders and International Committee of the Red Cross (ICRC), too, have bagged this precious award.

Of these, the little nation of Switzerland boasts of 24 Nobel prize recipients along with a close association with over 70 other Nobel laureates. In fact, according to the Lausanne talent incubator IMD, Switzerland boasts 1.111 Nobel prizes per million inhabitants.

http://www.iqcomparisonsite.com/nobels.aspx

[MajGenl.Meade]

"We want students to understand what they're doing, not just get the right answer."

I think it's quite clear which of pupil and teacher knew what they were doing

[Big RR]

It does seem pretty silly; early on in arithmetic I recall learning about the commutative property which applies to multiplication an addition and states that 5 X 3=3 X 5 (and 4 X6=6 X 4), so I really don't understand the teacher's comments. If common core stresses the substance of how the answer is arrived at rather than rote skills (Part of what we are trying to teach children is to become problem solvers and thinkers), I fail to see how one approach is preferable to the other.

[rubato]

We could do better. A LOT better.

But it would cost money so some are against it.

yrs,
rubato

[Guinevere]

What you're seeing is the result of the last 30 years of chipping away at the concept of providing a free public education, which is the backbone of this country and why we were a great nation, with so many Nobel laureates. Public education, good public education, is the best thing we can do for our children and ourselves. It is the greatest way to help anyone out of poverty, and the cycle of violence that drags us all down.

But the Reagan "ideals" of school choice, which led to vouchers and more and more for-profit charter schools, has had the effect of undermining the public schools by pulling out many of the kids who are more likely to be successful, and leaving those most difficult to educate behind, making the entire mission more difficult.

But hey, lets spend bazillions on stupid senseless wars, instead.

"No Child Left Behind" my fanny....


And PS - the teacher is correct. If you are teaching process (not to mention reading comprehension), not rote memorization, then 5x3 does not equal 3x5.

[Big RR]

the teacher is correct. If you are teaching process (not to mention reading comprehension), not rote memorization, then 5x3 does not equal 3x5.

I disagree. To a certain extent it's a matter of semantics, but if I am teaching the fact that multiplication and division are related, the 5 X 3 can be stated as either 5+5+5 or 3+3+3+3+3; if I am teaching rote, I then say 5 X 3 means that you must write the number to the right of the multiplication symbol (3) five times. The former involves understanding multiplication and addition (which are processes), the latter memorizing some arbitrary system of notation (which is rote IMHO). Now I will concede this is only one test, and there may be some method to this requirement of form over substance, but it is not readily apparent to me.

That being said, I agree with the substance of your post, and the tragedy is that many are losing confidence in the public education system, making its future very hazy.

[MajGenl.Meade]

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School's in
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[liberty]

We could do better. A LOT better.

But it would cost money so some are against it.

yrs,
rubato

Money is not the answer unless you propose paying the students for good test results. And what is wrong with testing. If you don’t like testing, what is your alternative; how would you gauge learning, clairvoyance? And there is nothing wrong with memorization; sometimes things need to be remembered. Memorization techniques should be taught in school. I am not saying that only memorized fact should be taught, but they have their place.

I think that if you were to ask most teachers in private what the most important factor in the classroom is they would say discipline. One disruptive student can destroy the learning environment for everyone.

[Gob]

"No Child Left Behind" my fanny....

Thank god they teach punctuation there!

[Econoline]

[Lord Jim]

5x3 does not equal 3x5.

Of course it does...

It's logical, accurate and "creative" in the answer...

It's an answer that completely rejects a "rote" view...

As Tom Lehrer said:....

[Guinevere]

You took my quote *completely* out of context.. It was an "if/then" statement and nothing like you allege I've said.

[Econoline]

Also...

More correct answers here.

[rubato]

"....

Money is not the answer unless you propose paying the students for good test results. And what is wrong with testing. If you don’t like testing, what is your alternative; how would you gauge learning, clairvoyance? And there is nothing wrong with memorization; sometimes things need to be remembered. Memorization techniques should be taught in school. I am not saying that only memorized fact should be taught, but they have their place.

I think that if you were to ask most teachers in private what the most important factor in the classroom is they would say discipline. One disruptive student can destroy the learning environment for everyone.

Everyone understands that if you need better roads and water systems you have to spend money to fix them. Some suffer the delusion that education is different and praying to a magical "education fairy" will make it better while you cut funding.

yrs,
rubato

[Lord Jim]

"5X3 = 3X5"

Is an absolutely correct answer...

It's also a smart ass answer in the context of being in elementary school...

What this kid needs to learn is "don't be a smart ass"...

[Sue U]

My all-time favorite:

[wesw]

jeopardy!

what the hung over Welshman said upon awakening?