Georgia School Czar Flunks Math
Georgia’s State Superintendent of Schools, Kathy Cox, has imposed a dramatically changed high school math curriculum without properly reviewing it with teachers and parents. She is replacing the traditional structure (algebra I & II, geometry, Trig, Calculus with Math 1, Math 2, and Math 3). Her new mandate may be well intended–but the devil’s in the details.
Problem #1: Forcing all students to be “average”
There are currently four math tracks available to high school students. They vary in difficulty to accommodate a broad range of math abilities. Under Cox’s proposed change, freshmen, sophomores, and juniors will now only have two tracks (Math 1 and Advanced Math 1, Math 2 and Advanced Math 2…).
Big mistake. This minimalist offering will be too difficult for the lower rungs of math students (encouraging them to disengage) and too easy for the upper rungs (failing to adequately develop their abilities). Why institutionalize mediocrity?
Also, Cox spokesperson and Georgia’s math program manager Claire Pierce told me the new program was designed around gifted kids because Georgia was “having a problem with the gifted program”. That’s just not true according to Mark Smith, a Cherokee County school system employee assigned to review this math curriculum change. Mark pointed out that gifted kids from Cherokee County are doing great with admissions into top universities and colleges. It is, in fact, the lower end of the math students that are having the biggest performance issues.
Problem #2: Unrealistic goals for the students
Cox spokesperson Claire Pierce also told me that a goal of the new math program is to have 85% of students graduate having completed the equivalent of Algebra II. I believe this goal makes the same mistake as President Bush’s unpopular No Child Left Behind (NCLB) program: not all high school students should prepare for college. It is wildly unrealistic to expect that they should, and it damages the self-esteem of kids that would be better served by a vocational program.
Problem #3: Unrealistic goals for the teachers
I support high (yet realistic) expectations. But Kathy Cox’s unrealistic plan to graduate 85% of our high school students with the equivalent of Algebra II will destroy the morale of math teachers. Georgia’s high school classrooms face an explosion of immigrants with very poor English skills, pregnant teens, drug users, and kids with parents that don’t support academics.
Finally, Cox needs to double check her math–if currently 44% of Georgia’s high school students drop out and only 29% (nationally) graduate with math proficiency (which doesn’t include Algebra II), how can she possibly meet her 85% goal? The only way is to hide watered-down standards behind the vaguely titled Math 1, 2, and 3.
Problem #4: A rushed and careless policy
Cherokee County’s Mark Smith says Cox’s new math program hasn’t been reviewed with any colleges except those within Georgia’s state system. Meaning no one knows if or how colleges from other states will accept it.
The state has also failed address how to handle students transferring into Georgia public high schools. Since the new curriculum is mandatory, advanced students transferring into our systems could be forced to sit through math classes they have already mastered. The same holds true for middle school students who have taken advanced math courses.
What can we do?
In a time when America is falling behind other countries and Georgia ranks near the bottom in national education, we clearly need to revamp the system.
We should return to a system where some kids receive vocational training and others receive college preparatory training. Why dismantle the system set up by Cherokee County School Superintendent Dr Frank R. Petruzielo that lets the most gifted kids work at a faster pace than other college-bound kids?
Please contact Kathy Cox at (404) 656-2800 or state.superintendent@doe.k12.ga.us and tell her that all of Georgia’s students deserve a meaningful education, not just the average ones. You can also talk to her in person on Tuesday, March 13th at 7 PM in Canton, Georgia (click here for more information).
March 8th, 2007 at 2:01 pm
John,
Thanks so much for the information! I will be calling. This looks to be another idiotic boondoggle by Cox.
March 8th, 2007 at 2:54 pm
A letter from a teacher
Bravo, someone is finally looking at this from a realistic perspective. We are
trying to fit square pegs in round holes, and then we loose them because they just
don’t fit.
March 8th, 2007 at 3:01 pm
This may not be the case in Georgia but its a real problem:
http://www.youtube.com/watch?v=Tr1qee-bTZI
March 8th, 2007 at 3:10 pm
Mike
Great Post!!!
March 8th, 2007 at 3:19 pm
Thank you John Konop I am sending this e-mail to everyone I know. I am also going to call Kathy Cox ASAP!
March 8th, 2007 at 3:22 pm
Kathy Cox is lost in her job. No wonder we are near the bottom in education.
March 8th, 2007 at 4:28 pm
Kathy Cox will be speaking at the Cherokee School Board Auditorium Tuesday, March 13th at 7:00 — http://www.ccrwcga.com/home.html — sponsored by the Cherokee County Republican Womens Club.
March 8th, 2007 at 7:20 pm
With Math 1 2 and 3 is she imposing some rigidity where none is needed? It would seem that they’ve already got their hands full making sure the students get a taste of algebra, trig, geometry, ect… that is if they have time between all the STANDARDIZED TESTS WHICH INTERRUPT THE EDUCATIONAL PROCESS.
March 8th, 2007 at 8:17 pm
As a teacher I will tell you the plan will fail. Mr. Konop is right, we must look at the students and match the right program and not force students to fail.
This is the problem, ask anyone of us.
March 8th, 2007 at 8:21 pm
I thought the GOP is for local control? I think Kathy is in the wrong Party.
March 8th, 2007 at 9:44 pm
Accelerated Math 1, 2, 3 not Advanced Math 1, 2, 3
Have you looked at the Accelerated Math 1 standards?
The entire point of the new standards is “performance” based. Sure, students can solve an equation….but can they apply their knowledge!!! This is what it is all about…..
March 8th, 2007 at 9:50 pm
If we do the same things we have always done, we will get the same results.
What is wrong with altering the curriculum?
I understand your questions about “What is Math 1″ and “What are colleges going to do?”
However, after looking through the curriculum from K-12…you can see that the state is raising the bar and expectations for students.
What is wrong with that?
March 9th, 2007 at 12:55 am
So does this mean they’re trying to combine algebra, geometry and trig? That’s great. Next they can combine political science, history and sociology. And they can just call it people 1 2 and 3.
March 9th, 2007 at 12:56 am
And of course they’ll need brand new textbooks.
March 9th, 2007 at 6:54 am
Be careful
How is two tracks better than 4 tracks?
There are currently four math tracks available to high school students. They vary in difficulty to accommodate a broad range of math abilities. Under Cox’s proposed change, freshmen, sophomores, and juniors will now only have two tracks (Math 1 and Advanced Math 1, Math 2 and Advanced Math 2…).
How does having less tracks help them?
How do you except 85% of kids to get through the equivalent of algebra 2
The lower end of the math students that are having the biggest performance in Georgia.
March 9th, 2007 at 7:15 am
That’s an interesting video about the ridiculous textbooks. As a taxpayer I would like to know the process by which textbooks are chosen in GA public schools. And why have they set up a “track” system when the math portion of the SAT is already a universally accepted method around the country to indicate student’s math aptitude for college.
March 9th, 2007 at 7:32 am
I wonder how much money is being spent on new text books for this program?
March 9th, 2007 at 7:41 am
A Letter
I have been teaching in Georgia for 22 years. If the State and Federal Government would get out of hair and let us teach Georgia would see better results.
March 9th, 2007 at 7:50 am
A letter
All of the issues mention by Mr. Konop in his essay where brought up in meetings about the new math program. It was wrong for the State not to listen and roll out the program without dealing with the issues.
March 9th, 2007 at 8:15 am
FYI
Small corrections and Be Careful are the same person. I have no problem with people keeping an anonymous identity. Yet please at least use the same name for your comments. Thanks JK
March 10th, 2007 at 6:39 am
I wonder how much tax payer money is being spent on all the new books?
March 10th, 2007 at 7:13 am
JohnKonop….if what has been practiced was working, there would be no need for change now, would there? We should be glad that someone is not satisfied with the status quo and support innovative changes. Mrs. Cox is more able to see the broader picture here and is making broad strides to lead her troops “out of the trenches” of mediocrity, which is where many of you seem to be satisfied.
March 10th, 2007 at 7:18 am
I have been a math teacher in middle school for 15 years. I have talked with everyone I know about this. This new watered down curriculum is the worst thing possible for math education. It may give the state an 85% passing rate in what they are SAYING is Algebra II equivalency - but it is nowhwere near equivalent. The scores for students will fall further behind nationally. We are already 49th in the country! I am frustrated beyond reason.
March 10th, 2007 at 7:23 am
Mike,
#3 - your post is great! Everyday math is what my son had before I pulled him out of Georgia public elementary school. This state keeps going from bad to worse. Luckily I can send my son to private school.
Also, I spoke with relatives in New York. They had this Math I,II, III ten years ago and just recently within the past year or two changed back to regular core math classes as the MATH I, II, III DID NOT WORK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
March 10th, 2007 at 7:27 am
Embrace Change
The gifted math program is doing great. The problem is with the low end. Why do you think holding back the high end which is working is a good idea? Why do you think in the low end if you are having problems with students getting through algebra 1 and staying in school that raising the standard to algebra 2 will work?
Claire your concept lacks basic logic that you and Kathy came up with.
March 10th, 2007 at 7:29 am
Amanda,
What interesting information! Did they have Math I,II, III all across the state or just in one school district?
I’ve been a math teacher in Georgia for 12 yrs. This is a travesty, an outrage and our kids deserve a REAL education. This is NOT a REAL math program.
March 10th, 2007 at 7:39 am
I’m an engineer in the state of Georgia. However, after doing more research about your article here, I will start my job search on Monday. There is no way on the face of this earth that I will educate my kids here. I’m glad there are rich folks that can afford for their kids to go to private school. I can’t. More power to kids that are homeschooled, I guess. Personally, I want my kids to be in a real world situation and being prepared to live in a real world with real differences in ideas and personalities and the like. I believe in public education.
I am moving out of this state. I won’t stick around for them to decide after ten years of using my three kids as guinea pigs that their idea was a miserable failure!!
March 10th, 2007 at 9:23 am
If the public schools didn’t have the added burden of providing daycare, making everyone “feel good” and not leaving people behind then they could start to close the gap with the private schools. All these “programs” are designed to “program” kids and stifle creativity and knowledge. I saw the beginnings of this when I went to school. What’s ironic is that the public schools clearly produce more of the “racist” types than the private schools.
March 10th, 2007 at 9:28 am
And when I was in school there was a small representation of all the different races, and these minorities made better grades than myself. And there was no racial animosity.
March 10th, 2007 at 10:07 am
Teresa,
The change from Math I,II,III was for the whole state of New York. Actually it’s Math 1, 2, 3. Check out this website: http://www.oceanside.k12.ny.us/7hs/math_program.htm
Be sure and read the course descriptions. Not only are they offering courses for students with trouble in math, they are also offering advanced placement courses. Not the 2 tracks that students are supposed to fit into that Georgia is changing to. Has Kathy Cox even been in a classroom or seen a math student in the last decade? I’m at my child’s private school and even there with smaller numbers, we have more than 2 levels for kids. Let’s face it, not everyone is an Einstein, but I’m glad some are. But that doesn’t mean that everyone else falls into the same category either!
Good luck, I hope this helps.
March 10th, 2007 at 10:49 am
FYI
Please read the link from the AJC about this issue. You will see very similar type comments. It looks like Kathy Cox is not listening to parents or teachers.I wish I would of read this before I wrote the essay.
READ
March 11th, 2007 at 5:18 pm
The problem here is with the 2 tracks. Right now students start taking Algebra I in either 7th, 8th, or 9th grade. To fit everyone into 2 tracks when now they are in 3 - 4, doesn’t make sense. What about excellerated kids? That all gets phased out with this Math 1, 2, 3.
Excellerated kids deserve to get their educational needs met just like the bottom kids that need extra help get lots of special education help.
Sounds like they’ve just dumbed down education to meet the lower middle.
This all sounds like No Child Left Behind.
Is the State trying to boost it’s numbers to get federal dollars??
For those of us that can’t afford private school, I refuse to sit back and let my kids get dumbed down to meet the needs of students who can’t keep up. Excellerated kids and their parents have to demand better!
March 11th, 2007 at 5:52 pm
Scott
Great Post! One thing some kids start Algebra 1 in 10th grade.
March 13th, 2007 at 8:22 am
A letter from a professor at a Georgia university.
The problem is who decides and how students are selected as “gifted.” Far
too many children have been placed on the “vocational” track simply because
of where they live and the education of their parents. The state’s standing
on education is proof enough for me that changes need to be made.
March 13th, 2007 at 8:23 am
I am confused about your letter since we do not have a vocational track. Also no system is 100% correct but you cannot hold back everyone for a few. As a parent who has a child in the gifted algebra 1 program for 7th graders the level of work is so advance it weeds out kids fairly fast who should not be their. Yet they still keep the kids on an advance track that goes fast. Also we have no problem with test scores with this group of kids
Also we have Junior Colleges and elective classes in high school for kids placed in the wrong track. I think the reason the drop out rate is so high is the one size fit all education you support.
March 13th, 2007 at 8:32 am
John,
We do have a vocational track. There are three tracks you choose in high school-college prep, vocational and general cirriculum.
March 13th, 2007 at 8:37 am
We do not have the proper equipment for vocational what I hear in most schools in Georgia. Also they have to pass the same No Child Left Behind test as college bound for a school not to get into funding issues.
March 13th, 2007 at 9:18 am
What would you describe as vocational? The vocational track prepares you to go to vocational school after high school.
March 13th, 2007 at 10:06 am
Vocational High Schools used to train kids for work right away. Also give them skills to go further.
Today much of the equipment needed for the training is not used anymore.
In my High School in the 70’s you could go to work in many skilled jobs ie shops, automotive repair, hair salon, food industry……..right after graduation. In fact many of the kids co-op.
March 13th, 2007 at 2:37 pm
I come from the North where excellence is the standard. It6 frightens me to see a systems that would allow mediocracy. The South is already the butt of many educational jokes…why continue to feed into this. We need to push our students to higher standards as well as make their own educational choices, while meeting individual needs. Lower standards, as Georgia already has is not acceptable!!!!! We need to prove we are above this. Are state tests already have lower mastery levels than the rest ot the country, which gives a false sense of accomplishment. Our students are truly not meeting the nations standards!! We need to challange them and provide the appropriate skills to be successful citizens, not substandard!
March 14th, 2007 at 5:44 am
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