Skip to comments.Common Core or Common failure? Families pull kids out of class
Posted on 11/13/2013 7:01:38 AM PST by Nachum
HILLSBORO, Ore. Nine parents pulled their seventh- and eighth-graders out of math class and started teaching them at home, because they are upset with the new Common Core curriculum that public schools in Oregon are starting this year.
Seventh-grader Amy Craig has always been an "A" student in math until this year. She came home with a "D."
The same thing happened to other students in her school. So their moms got together and decided to teach math themselves an hour every morning.
Then the kids go off to school for the rest of the day.
This is the first school year when every public school in Oregon is using Common Core teaching standards. Forty-five other states use those, too.
"Our teachers would tell you math is more challenging this year than it was a year ago," said Rian Petrick, principal of Evergreen Middle School in Hillsboro, who is not surprised kids are struggling.
Math hasn't changed, but he said there are now fewer numbers and formulas and many more word problems and real-world examples. It includes more group work. That's tough for some kids.
"Our teachers feel like it's the best thing for kids, making them look much deeper into mathematics than they have in the past," Petrick said.
(Excerpt) Read more at katu.com ...
Well, we know how that community organizing works out mathematically.
The Federal government has NO business meddling in K-12.
This will be interesting to watch.
Intel is the only real tech company in Oregon and their employees really value education in the sciences and math.
To them, it is impossible to over educate.
Hopefully they will start to wake up.
The way they teach math in public school is crap. The system wasn’t broke but they had to “fix” it and make it a pos.
Just a few short years ago we had math geniuses that built the bomb, put men on the moon, built dams and bridges still standing, the skunk works, refined the computer... now we have web designers and social media designers.
The District here just announced they will no longer teach cursive writing.
The sad reality here...is that a kid gets around to just memorizing the formulas and never grasps how you’d ever apply it. So you end up with a punk arriving at University....with no true grasp of math or the various applications that you could use to solve a business or life problem.
Note, we have all these idiots around who got deep into debt, but no grasp of the interest rates and what they really meant.
I’d rather see every kid given a workbook around the 4th or 5th grade, with a fake company situation and the various ways laid out to use math to analyze profits, losses, and expansion. Math is no good....unless you can use the stuff for real applications.
Funny thing is that there is nothing magic about the math test or teaching in Japan. Nothing. The book is actually thinner than the text which American kids study. It does do a good job of integrating math, geometry and algebra instead of teaching them as separate topics.
But beyond that, the only major difference is that kids do a lot of math related problems and drills as opposed to learning about self-esteem, racism and how to put a condom on a cucumber.
Orbamawell Common Core:
War is Peace
Freedom is Slavery
Ignorance is Strength
This is a great website to learn about the Math Wars. Details the philosophy of ‘educational’ math and real math. Excellent resource that includes reviews of various elementary and high school curriculum.
See my post #8. These are the Americans who the Japanese elevated and emulated. Google "Ed Deming" and you will understand why their industrial quality has gone from mediocre to top notch in a generation.
“The District here just announced they will no longer teach cursive writing.”
Funny, our tiny rural school has my 4th grader writing in cursive throughout the week.
And here is the shocker. My 1st grader has drawn pictures of guns on occasion.
I’m guessing after I post this, the NSA will track this and come down hard on the non-complying school.
I always found doing geometry proofs quickly the most fun.
“The District here just announced they will no longer teach cursive writing.”
Then how will the kids be able read their tatoos?
I remember the ‘new math’ they tried in the 70s. It was a complete failure
Now they’re trying the same crap. The guvmint can’t have smart citizens who can do math
Parents need to educate their kids
“How far away are the feds from taking our smartest kids to be lobotomized...”
Ahhh we are already there. Read some of the books by Dr. Peter Breggin : http://breggin.com/index.php?option=com_content&task=blogcategory&id=15&Itemid=42
Math is supposed to teach disciplined process thinking and drawing logical conclusion based on verified information. The word problems and group thingies should be a maybe once a week exercise applying those newly developed skills.
Don't wind me up !!! <^..^>
Girls with big long fake nails can't manage it.
Post of the morning!
Yep, I think that’s the focus - remove the idea of individual achievement.
If you would like more information about Oregon, please FReepmail me. I lost my Oregon list when my computer crashed last month.
It is very likely that these teacher ( who are making kids "look much deeper" into mathematics) would FAIL the GED math section!
It would be hilarious if it weren't so pathetic to hear administrators explain to Special Education teachers how this is going to work with moderate to severe autistic students--feelings over facts...
Common Core is a model of everything socialized. Don’t make the worst better; make the better worse, hopefully by destroying it.
What the eggheads who come up with this crap fail to realize...is that for every kid who is baffled and intimidated by math; there are plenty who acquire great satisfaction and confidence and speed by completing many many drills. Yeah, it’s a little tedious....but the feeling of being able to CRUSH math problems is a thing that can be self generated if the student is motivated...and that motivation can be cultivated. And this is not to say that some kids will never acquire great math skills. But there is the opportunity to allow some to acquire a lot of confidence. Of course that would be a tragedy because they might go bully “lesser” intellects.
I was interested in Vigilanteman's post at 9 above, where he said that Japan "does... a good job of integrating math, geometry and algebra instead of teaching them as separate topics." I was average at best at math and algebra, but scored on the 99th percentile on the county standardized geometry exam, so my teacher made me take the exam over under supervision, and I still scored at the tippy-top. She had been teaching them altogether, and my grades were Cs, but the standardized exam only focused on drawings and proofs. Guess I'm just right-brained. Funny, I went on to become a designer.
The best instructor I had in math in college was an engineer.
He cut through so much theory, took shortcuts, made math intelligable and every single person in that class got it.
Deming — my hero. TQM and all that.
After I moved on to other employment the math educators changed the way, even the math vocabulary, every few years. I doubt seriously that I could teach math in today's schools.
My child’s school is teaching islam and the teacher recited the shahadah. He said you can say it without really becoming a muslim. ( my feeling is that he was trying to get the children to say it.) My daughter and other students knew well enough not to say it. This is being taught to middle school kids.
Group work is great for slacker teachers. It means one kid does the work of either teaching, or just does the work for a few other classmates. Sometimes group work is appropriate, but math is not a team sport.
My son goes to a traditional school that specifically forbids “group work”.
I first read this as a short story when I was in grade school in the 1970s. Some magazine I'd subscribed to, but can't really remember it. The story stuck with me for years. It was made into a Twilight Zone episode in the 80's remade series.
How many times have you gone to the store, and the kid uses the cash register (computer)to figure out your change ?
There is no more mathematics involved ; it is reliance on electronic machinery alone.
Just more "progressive" dumbing down in the educational system , while inflating teachers salaries as 'day care' providers.
You can't have robots if people are thinking !
Pity your daughter couldn’t secretly record the teacher doing it so it can be uploaded and publicized.
The kid that struggles with algebra will often excel at geometry. Algebra is so much abstraction, an linear thinking. But geometry is shapes, and getting it is more intuitive. Anyway, it's not unusual to see someone bad at algebra be good at geometry, and that can build confidence for the student struggling with math.
My daughter teaches music in a Catholic school. As a “perq” for her low salary, she was allowed to enroll my granddaughter into the school for 1/2 tuition. My granddaughter’s math scores plummeted until she was quite far behind over 2 years. So, my daughter pulled her out, sent her to public school, and enrolled her in “Mathnasium”, a tutoring program.
After a year of Mathnasium (which costs $200 per month) my granddaughter is at the top of her class again. The interesting thing is that Mathnasium is full of Asian and Indian students who go there for FUN, not because they need help.
“A KATU News reporter tried to ask Petrick whether the Common Core standards were the best thing if nine families had pulled their kids out of class because their kids were so stressed and distraught, but the Hillsboro School District spokeswoman cut Petrick off before he could answer.
“You don’t have to answer that, Rian. That’s an aggressive question,” the spokeswoman said.”
Principal Petrick doesn’t have to answer “aggressive questions.” That’s a good one.
Why bother taking your kid out of one class? Just pull him out altogether.
There are pluses and minuses to that approach. Personally I liked the theory best. If I knew the theory (proof) I could solve the problem, maybe not quickly but I could get there. I think first you learn the theory then later you learn the short cuts.
The recipe for Common Core math: throw process and rigor out the window, center the curriculum around multiculturalism and inclusivity, foster an environment of unfocused discovery where each child invents mathematics from the ground up. Disaster.
That’s a good point. I’ll see what I can get for her. Thank you!!!!
1. They are pretty much owned by the NEA, the largest union in the United States. As a union, they pretty much want complete control over all aspects of whatever the business is they are a part of. Because of this, trying to get any sort of reform is a non-starter because they will claim that it isn't the schools' fault that kids aren't doing well because if it was the schools' fault then the blame would land right on their doorstep. Unions want all the benefits they can get but want to shoulder none of the blame. They are always blaming something else:Because of these three things, those controlling the public schools are riding a gravy train:We don't have enough money for our schools.Also because of this, there is no room for innovation or competition. If a public school or even a teacher within a public school is allowed to experiment to see what really does or does not work in either a very low level criterion of, say, getting the kids to be enthusiastic readers or a very high level criterion of being able to analyze an argument, even one from the teacher, point out the bullsh_t, and then eviscerate the opponent by use of a deadly application of logic and sarcasm, then it will be evident that, by comparison, everything else that is controlled by the union from textbook writing, textbook purchases, classroom size, curriculum development, curriculum implementation, curriculum specialists, etc., is pretty much bullshit and their sinecure will be at an end.
We don't get paid enough to attract the best and brightest (considering what teachers have to put up with in dealing with the deadwood of administrators, there is no amount of money large enough to convince the best and brightest to put up with that kind of crap unless they are, at heart, masochists-- you know, those who can, do; those who can't, teach; those who can't teach, administrate or become guidance counselors).
We don't have a large enough portion of the day to counteract all the negative influences the children experience at home or on the streets.
The parents are not doing what they are supposed to do to prepare children for school.
Kids don't get enough sleep.
Kids speak a different language at home.
Kids can't learn effectively because of racism.
Kids can't learn effectively because of sexism.
Kids can't learn effectively because of homophobia.
Kids come to school hungry and cannot concentrate and benefit from our curriculum.
Kids are hyperactive or attention deficit disordered (usually means that the tedium and bullsh_t of the class is just too much for some kids who then find other ways to amuse themselves).
Kids have so many electronic playthings at home that they cannot concentrate on traditional learning methods (meaning, "Hey, let's buy billions of dollars of electronic equipment for the class and hire veritable sh_tloads of specialists to figure out how to use them, dream up innovative new software to use on them, teach the teachers to use them, teach the kids how to listen to the teachers telling them how to use them, repair them, figure out ways to make firewalls the kids can't hack to escape from the tedium and bullsh_t of the class now being administered to them via an electronic IV", etc).
Kids can't learn effectively because of demands for teacher accountability.
2. The teachers, though often well-intentioned, are generally from the very bottom of the barrel of college graduates in terms of grades, ability, and proficiency in almost anything (see how education majors compare to engineering majors in the GRE test given for those going on to graduate school. Look at the absurd product of candidates for either a masters or doctorate in education. Their theses are rarely more than Mickey Mouse feces). Because of this, expecting any sort of major innovation from a group constitutively unable to rise above mediocrity, overly desirous not to rock the boat, and, from an early age, overly eager to please those in authority over them, is a ridiculously false hope.
3. Public schools claim that their objective is to educate students. In reality, their aim is to indoctrinate students and the philosophical core for that indoctrination is a leftist, materialist, collectivist point of view. It has been that way since the second decade of the 20th century when the Gang of Thirteen overturned the recommendations of the Eliot Committee for the standards for secondary education and put into place what has afflicted public education ever since: producing worthy citizens (as defined by the people in charge of producing the curriculum--certainly not EVER by the parents) rather than producing educated people.
They command ever larger amounts of money and control.The education landscape of the past 100 years or so is littered with the corpses of such schemes that served their purposes to distract the public's attention while the educational beast lumbered forward gobbling everything in its path.
They inculcate their sociological and political ideas to their hearts content to produce kids chattering their ideas on the environment (environmentalism), industrialization (business is bad, produces pollution, and oppresses people), money (capitalism is bad and makes people selfish and not want to share), government (Democrats are FOR people, Republicans are for BUSINESS, which is evil and greed and oppresses the people, government should provide for everyone's needs), religion (it's divisive and keeps people from coming together in a loving and sharing community provided by the government that should eliminate all the divisive elements of religion so we can all get along).
They can point to their failures and claim that it's only because they haven't been given enough money, power, and control over those pesky objects of their education to be able to do the job right and then ask for more.
They occasionally dream up some scheme to produce an educational red herring to throw people off the scent of their incompetence and call it "basic minimum standards" or "basic minimum competency" or "common core."
The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else.
I always struggled with handwriting, although I can do a fair job of it today if I put my mind to it. My typical report card would be straight As and an “Improving but below standard” in handwriting.
We recently sold my 100 year old mother’s house. Upon removing her belongings, I found a packet of my old school treasures. Included in the box were 2 of my “autograph books” from 7th and 8th grade. ALL of my classmates wrote beautifully in cursive — even the boys. My grandchildren can’t write at all — even the college aged ones. They print in a childish hand.
Sometimes group work is appropriate,
....and sometimes it will just lead to more resentment and feelings of inferiority and frustration.
Group work may be good for discussing a book or a psychology assignment. It is ridiculous for math.
That method has worked well for 100's of years. Why anyone would change how math is taught is beyond me. Teaching New Math really pissed me off, "set theory" to grade schoolers? Really? Fools. Just pound arithmetic into their little mushy heads first. Once they can do long division competently then we can move past arithmetic. Not before.