On May 4th, Superintendent Dorn released his final High School Curricula Recommendation.  (Link, OSPI recommends Holt Mathematics) Although we would have preferred to have 3 texts on the final state list, WTM is pleased that only Holt Mathematics was listed - even though it only met “minimum standards” for mathematical soundness.  The other texts reviewed, Core Plus and Glencoe McGraw Hill, were found to be “mathematically unsound” in one or more of the fundamental areas reviewed, and the Discovering Series was found to be mathematically unsound in all areas.  These reviews were conducted by independent mathematicians hired by the State Board of Education,as mandated by law.  Here are links to their reports:

See page 3 in High School Mathematics Curriculum Study by Linda Plattner, Strategic Teaching, March 11, 2009
See Strategic Teaching’s High School Mathematics Curricular Program Individual Reviews by Dr. Guershon Harel
See Strategic Teaching’s High School Mathematics Curricular Program Individual Reviews byDr. Steve Wilson

It was unfortunate a review of additional textbooks could not be conducted.  That would have been a sound investment for the children of WA because districts do not have the advantage of having mathematicians evaluate their textbook selections, and that information is invaluable in ensuring they purchase quality programs.

Seattle School Board Votes 4 - 3 for Discovering Curriculum

Synopsis by Professor Clifford F. Mass

Wednesday May 6th, the Seattle School Board finally voted on the acquisition of high school math textbooks, and the results were both disappointing and tragic. In a four to three vote they agreed to adopt the Discovering Math series extremely weak discovery/fuzzy math textbooks. Found to be “unsound” by a panel of mathematicians hired by the State Board of Education, the books are obviously deficient to anyone who knows about mathematics. What really is upsetting is that that the Seattle School District has now picked poor math curricula three times since they selected very weak math books at the elementary (Everyday Math) and middle schools levels (CPM math). The trifecta of ineffective math books. The bottom line of all this is that it will be virtually impossible for students in the State’s largest school district to get a decent education in math. This has not been a successful district with their students  math performance lagging seriously and they have now sealed the academic fates of students over the next decade or so (the last time they acquired new high school math textbooks was over a decade ago).

Since math is so important for a student’s success in college and in the jobs of the future, this is a terrible setback for thousands of children and their parents. Tutoring companies will enjoy a bonanza as will private schools. Who could voluntarily send their children to such a district, knowing that they will be unprepared for the high-tech world of the future?

It was gratifying that three of the board members saw the problem and voted against Discovering Math (Michael DeBell, Harium Martin-Morris, and Mary Bass). Michael DeBell was particularly impressive and thoughtful. The board members supporting Discovering Math claimed they were powerless to oppose the curriculum since the proper process was followed. It was painful to watch an obviously failing school district and the inability of the majority of the board to see beyond process to the desperate needs of the district’s students.  The only hope on the horizon is that many neighboring districts are not making the same mistake and eventually their success will be such an embarrassment to Seattle that it will have to dump at great expense these turkey textbooks. A real tragedy.

Seattle Public School Board Meeting, 5/6/2009 http://www.seattlechannel.org/videos/watchVideos.asp?program=schools View public and school board comments, and a presentation from Greta Bornemann, OSPI’s Director of Math Teaching and Learning.  It is very troubling that the director of OSPI’s math department failed to report the findings of SBE’s independent review for mathematical soundness - especially since it was mandated by law as an oversight to OSPI’s work and she knew the board was about to vote on a curriculum found to be “mathematically unsound”.  Taxpayers spent precious money to obtain that crucial information so it would benefit WA students and help prevent wasting our scarce education dollars on deficient textbooks. (Greta’s presentation tarts at 116:30)

On Seattle PI.com:
Controversial math textbooks adopted by Seattle schools (5/7) Note the incredible number of comments against the board’s decision.  Why were the parents’ wishes ignored?  WTM applauds board members Michael DeBell, Harium Martin-Morris, and Mary Bass for their responsible oversight and representation for students and parents.

The Seattle Times:
Editorial: Seattle board should take time on math-book decision (5/6)

Advocate for Parent Participation Throughout Your District’s Adoption Processes

Too often parents have very little participation or decision-making power, yet parents are the experts on knowing if a program is working for their child, and many parents depend on math skills in industry so they know what is needed for success.  Including their perspective is crucial to ensure students are being prepared to succeed in industry and that math programs work at home. Valuing and including parents throughout adoption processes is the best way to alleviate frustration and ensure all stakeholders are satisfied with adoption decisions.  Join your district WTM group at www.wheresthemath.com to connect with local WTM members.  Contact your local PTA for help, this is a high priority in PTA. (See issue #2 http://www.wastatepta.org/leg/0809_Leg_Short_Term.pdf.)

Your Efforts Paid Off!

High School Math End-of-Course Assessments: Thank you for urging Legislators to mandate only one End-of-Course (EOC) sequence for the high school math assessment.  Your work paid off!  On April 30th, 2009, Governor Gregoire signed, with a partial veto, SB 5414 which makes significant improvements to the state assessment and streamlines the math EOC’s required for graduation.  Instead of having two different sequences, this bill calls for one sequence that assesses the standards common to Algebra 1 and Integrated 1 for the first year EOC, and assesses the standards common to Geometry and Integrated 2 for the second year EOC.  OSPI will develop subtests for the standards unique to each course, but they will not be included in the graduation requirement.

The partial veto was for section 4, which required OSPI and SBE to develop an implementation plan and strategies to ensure that all students have the opportunity to learn the new science and mathematics standards.  It was vetoed because it called for a feasibility study on the math and science graduation requirements and the Governor did not want to back away from the 2013 date.

SB 5414 calls for the State Assessment to:

  • Align to state standards
  • Provide rapid feedback
  • Inform parents
  • Strive to be computer-based and adaptive
  • Support instruction for all abilities including highly capable and learning disabilities
  • Reduce open-ended questions at all grades to reduce cost
  • Revisit alternative assessments, appeals, and special education portfolios
  • Maintains 2013 date for math/science graduation requirement
  • Math graduation requirement will be to pass 2 End of Course Assessments  one for the standards common to Algebra 1 and Integrated 1, the second is for the standards common to Geometry and Integrated 2

These important improvements are the collaborative effort of Superintendent Dorn and the Legislative WASL workgroup. WTM appreciates their work!

WTM is a grassroots group of parents, teachers, and professionals whose only vested interest is to ensure our children receive quality math programs so they can succeed in the fiercely competitive global job market.  We are disappointed by those who attempt to discredit us and who put our children at risk in order to protect their experimental ideology, position, reputation, or grant funding.   WTM members have gone to great lengths to properly voice concern and advocate for improvements because our children’s future is at stake.

Your contributions enable us to continue advocating and producing information to promote quality math programs statewide and in your local districts.  We appreciate your help.

Donate

Sincerely,

Where’s The Math? Executive Committee

Our Mission

To ensure that all Washington State students have an equal opportunity to compete successfully in the international economy by aligning Washington State standards, assessments and curricula to those of top performing nations in the world.

Who We Are

“Where’s The Math” is a non-partisan advocacy group of parents, educators, and community members who are working to ensure that Washington State mathematics education standards, curriculum, and assessments are coherent, academically focused, rigorous and comparable to those of top performing nations in the world.

Knowledge is Power

We have dedicated this web site to provide you with information about the current state of math instruction in the United States and Washington State. Our web site includes information about: Local and national math issues; Legislation; How we got here; and How you can help your child.

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Washington State Facts

Send email to “Where’s The Math?”

Please Help WTM Continue Improving WA State’s Math Education

WA State is now at a critical juncture towards improving math education.  With the election of Randy Dorn as our new State Supt. of Public Instruction, WTM has been able to engage in constructive dialogues with OSPI to present our concerns and solutions for steering our state toward authentic mathematics programs as described in the National Math Advisory Panel’s Recommendations.  We are also working hard to inform our legislators and local school districts about the poor results of Inquiry-based (Reform) mathematics instruction on our children, especially those with learning challenges and those who are at risk students.

As a volunteer based organization none of our members are paid for their work. However, we still require donated funds to host public forums, develop and distribute informational materials, and to maintain the WTM website—which is helping people around the nation.  As an example, the October Forum, which was designed as a modest event, cost nearly $1,000.00 to organize and execute.

A modest contribution from each member would enable this organization to securely forge ahead in this very worthy cause to improve our children’s math education.  We appreciate your help.
Donate

Thank you,
The WTM Executive Committee