BREAKING NEWS: BILL GATES' CALIFORNIA COMMON CORE MATH DOESN'T ADD UP!
In a shocking turn of events, it seems that even the great Bill Gates can't get his math right. The revised Mathematics Framework for California Public Schools has sparked controversy and confusion among parents, teachers, policymakers and the public. And it's no wonder why - some of the proposed changes are downright ridiculous.
First on the chopping block is the framework's emphasis on equity and social justice in math education. Apparently, traditional math practices have perpetuated racial and socioeconomic gaps in achievement and access to advanced courses. Who knew that solving equations was such a social justice issue? I guess we'll have to start carrying protest signs instead of calculators.
Next up, the framework recommends delaying Algebra 1 until ninth grade for most students and de-emphasizing calculus as the ultimate goal of high school math. Because who needs advanced math skills when you can just learn how to calculate the tip on your restaurant bill? And forget about STEM careers or college admission - those are so overrated.
But wait, it gets even better. The framework discourages the use of standardized tests or grades to identify gifted or talented students, and instead encourages teachers to provide rich and rigorous tasks that can be accessed at multiple levels by all students. So basically, everyone gets a participation trophy in math class. Hooray for mediocrity!
Of course, not everyone is on board with these changes. Parents and teachers worry that the framework will eliminate or limit the options for students who are ready for more advanced math or who have a strong interest in math. Mathematicians and educators question the validity and effectiveness of the framework's recommendations and methods. And politicians and commentators see the framework as part of a broader agenda to indoctrinate students with leftist ideology and to undermine American values and competitiveness.
But fear not, dear readers. There are still some who support this new math madness. The California Department of Education, the Instructional Quality Commission, and the State Board of Education believe that this is a way to improve math outcomes for all students. The authors and contributors of the framework support it as a reflection of their vision for transforming math education in California. And various education organizations and advocacy groups see it as a way to promote equity and excellence in math education.
So there you have it - the great math debate of our time. Will Bill Gates' California Common Core Math be the downfall of our society? Or will it be the revolutionary change we need to finally achieve social justice through quadratic equations? Only time will tell. In the meantime, I'll be over here trying to solve for x with my protest sign.
THE DEFT DIVE
The revised Mathematics Framework for California Public Schools is a document that provides voluntary guidance to schools, teachers and textbook publishers on how to implement the state's Common Core math standards. The framework is updated every eight years by a team of educators and experts, and the latest draft has sparked a lot of controversy among parents, teachers, policymakers and the public²⁵.
Some of the main points of contention are:
- - The framework's emphasis on **equity** and **social justice** in math education, which some critics see as politicizing math and lowering standards for all students⁴. The framework argues that traditional math practices have perpetuated racial and socioeconomic gaps in achievement and access to advanced courses, and that math should be taught in ways that are relevant, engaging and empowering for all students².
- - The framework's recommendation to **delay** offering Algebra 1 until ninth grade for most students, and to **de-emphasize** calculus as the ultimate goal of high school math². The framework suggests that algebra and other advanced courses should not be used as gatekeepers or tracking mechanisms, and that students should have more opportunities to explore different pathways of math learning, such as statistics, data science, computer science and modeling².
- - The framework's approach to **differentiation** and **acceleration** for students who are ready for more challenge or have a strong interest in math². The framework discourages the use of standardized tests or grades to identify gifted or talented students, and instead encourages teachers to provide rich and rigorous tasks that can be accessed at multiple levels by all students². The framework also discourages skipping grades or compacting courses, and instead suggests offering enrichment or extension activities within or outside the regular classroom².
The framework is still under revision based on public feedback, and the final version is expected to be adopted by the State Board of Education in July 2022². However, the framework is not mandatory, and districts can choose how much or how little of it to follow².
Bing, 7/10/2023
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The opposition to the framework comes from various groups and individuals who have different reasons and concerns. Some of them are:
- - **Parents and teachers** who worry that the framework will eliminate or limit the options for students who are ready for more advanced math or who have a strong interest in math²³. They argue that the framework will lower the standards and expectations for all students, and that it will make it harder for students to pursue STEM careers or college admission²³.
- - **Mathematicians and educators** who question the validity and effectiveness of the framework's recommendations and methods⁴⁵. They challenge the framework's claims about equity and social justice, and they criticize the framework's use of unproven or dubious research and pedagogy⁴⁵.
- - **Politicians and commentators** who see the framework as part of a broader agenda to indoctrinate students with leftist ideology and to undermine American values and competitiveness⁴ . They accuse the framework of politicizing math and promoting identity politics, critical race theory and anti-Bing, 7/10/2023
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(3) Some Opposition to ‘Woke’ Math Curriculum in California is Coming From .... https://legalinsurrection.com/2021/12/some-opposition-to-woke-math-curriculum-in-california-is-coming-from-democrats/.
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The support for the framework comes from various groups and individuals who have different reasons and goals. Some of them are:
- - **The California Department of Education, the Instructional Quality Commission, and the State Board of Education**, which are the state agencies responsible for developing, reviewing, and adopting the framework¹. They support the framework as a way to provide updated and research-based guidance to educators on how to implement the state's math standards and improve math outcomes for all students¹².
- - **The authors and contributors of the framework**, who are a team of educators and experts from different backgrounds and perspectives². They support the framework as a result of their collective work and expertise, and as a reflection of their vision for transforming math education in California².
- - **Various education organizations and advocacy groups**, such as the California Teachers Association, the Education Trust-West, the California STEM Network, Just Equations, and others² . They support the framework as a way to promote equity and excellence in math education, and to expand opportunities and access for historically underserved and marginalized students² .
Bing, 7/10/2023
(1) Mathematics Framework - Mathematics (CA Dept of Education). https://www.cde.ca.gov/ci/ma/cf/.
(2) Mathematics Framework FAQs - Mathematics Framework (CA Dept of Education). https://www.cde.ca.gov/ci/ma/cf/mathfwfaqs.asp.
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California's math achievement compared to other states and countries varies depending on the data source, the grade level, and the student group. Some general trends are:
- - According to the 2019 National Assessment of Educational Progress (NAEP), California ranked **41st** among the 50 states and the District of Columbia in average math scores for fourth-grade public school students, and **36th** for eighth-grade public school students². However, California also showed some of the **largest gains** in math scores from 2003 to 2019 among all states, especially for low-income, Latino, and white students¹.
- - According to the 2018 Program for International Student Assessment (PISA), California ranked **below** the U.S. average and **below** the average of the Organization for Economic Cooperation and Development (OECD) countries in math scores for 15-year-old students¹. However, California also showed some of the **largest gains** in math scores from 2003 to 2018 among all U.S. states, especially for low-income students¹.
- - According to the 2022 California Assessment of Student Performance and Progress (CAASPP), California's math achievement **declined** significantly from 2019 to 2022, reflecting the impact of the COVID-19 pandemic on student learning⁴. The percentage of students meeting or exceeding state math standards dropped from 40% to 33%, with larger drops for low-income, Black, Latino, and English learner students⁴. However, there was also a wide variation in math achievement across different schools and districts in California⁴.
Bing, 7/10/2023
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Math achievement in California is influenced by a variety of factors, some of which are related to the students' backgrounds and characteristics, and some of which are related to the schools' policies and practices. Some examples are:
- - **Demographic factors**, such as race, ethnicity, income, language, and parental education, which are associated with different levels of access, opportunity, and expectation in math education¹². For instance, low-income students and students of color tend to face more barriers and challenges in learning math, such as less qualified teachers, less rigorous curriculum, less supportive environment, and more negative stereotypes¹².
- - **Instructional factors**, such as teacher competency, instructional strategies and techniques, curriculum, school context and facilities, which affect the quality and effectiveness of math teaching and learning²³. For example, teachers who have strong content knowledge, pedagogical skills, and cultural proficiency can better engage and support students in learning math²³. Similarly, curriculum that is aligned with standards, relevant to students' interests and experiences, and challenging for all students can foster deeper mathematical understanding and proficiency²³.
- - **Individual factors**, such as self-directed learning, arithmetic ability, motivation, and attitude towards math, which influence the students' engagement and achievement in math²⁴. For instance, students who have high self-efficacy, intrinsic motivation, and positive attitude towards math are more likely to persist and succeed in math²⁴. Conversely, students who have low self-confidence, extrinsic motivation, and negative attitude towards math are more likely to avoid and struggle in math²⁴.
Bing, 7/10/2023
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The achievement gap in California is the difference in academic performance between students who belong to different groups based on race, ethnicity, income, language, or other characteristics. The achievement gap is measured by various indicators, such as test scores, graduation rates, college readiness, and college completion¹².
The achievement gap in California is large and persistent, meaning that it has existed for a long time and has not changed much over the years²⁵. For example, according to the 2019 National Assessment of Educational Progress (NAEP), the average math score for fourth-grade white students in California was 248, while the average score for Black students was 216, a gap of 32 points. The average score for Latino students was 224, a gap of 24 points. The average score for Asian students was 269, a gap of 21 points higher than white students².
The achievement gap in California also varies by region, district, school, and classroom. Some places have larger or smaller gaps than others, depending on various factors that affect student learning and achievement¹². For example, according to the Stanford Educational Opportunity Project, the largest gaps in math scores between white and Black students in California were found in districts such as San Francisco Unified (a gap of 3.8 grade levels), Berkeley Unified (a gap of 3.7 grade levels), and Oakland Unified (a gap of 3.6 grade levels). The smallest gaps were found in districts such as San Juan Unified (a gap of 1.6 grade levels), Elk Grove Unified (a gap of 1.7 grade levels), and Clovis Unified (a gap of 1.8 grade levels)¹.
The achievement gap in California has serious consequences for the students who are left behind, as well as for the state's economy and society. Students who perform poorly in school are more likely to drop out, earn lower incomes, experience poorer health, and engage in crime²⁵. The state also loses potential talent, productivity, and innovation that could benefit its diverse and dynamic population²⁵. Therefore, closing the achievement gap is a critical goal for California's education system and its future.
Bing, 7/10/2023
(1) Walters: California's achievement gap defies billions in school spending. https://www.mercurynews.com/2023/05/21/walters-californias-achievement-gap-defies-extra-billions-in-school-spending/.
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