IF the concept of 'accountability' for education is going to get real, we
need to ensure that it does not get presented as a "bad school" sermon.
Looking at ourselves, we almost always have as a primary goal "preparing a
student for the next level"; if we fail in this goal, there is a reasonable
basis for accountability. However, schools don't usually have "preparing
students for college-level mathematics" as a basic goal. Preparing for
college -- yes. Preparing for national or state tests -- yes. Preparing
for college algebra -- no.
I think we also need to keep in mind that the current reform (especially
the NCTM standards) focus on "opportunity" and experience. Although this
does not rule out "preparing for college algebra", the reality of limited
resources does. Do we, as college teachers, really want schools to shift
their priorities? More importantly, does the public -- especially elected
decision-makers -- want schools to shift their priorities? Consider this
possibility: State Representative Smith supports legislation that makes
schools accountable for preparing students for college work; the following
year, Representative Smith thows a fit (has a cow) after her/his child is
given a failing grade in Algebra II, since the teacher knows the child is
not ready for college algebra.
Any institution should be accountable for the purposes for which it is
established and funded. Society has been changing the purposes of schools,
according to non-educational pressures. In my view, schools and school
teachers need our support in their efforts; under no circumstances should
we play a "holier than thou" or "you've failed" role.
(In case you've gotten the wrong impression, I don't think school
mathematics is perfect, or even close to perfect; many improvements should
be made. However, the same is true for college mathematics; it might even
be more true for college mathematics since we have a more stable 'target'
(set of purposes).)
Thanks for reading!
Jack
___________________________________________________________________________
___
From: Jack Rotman Mathematics Faculty
"Algebra and money are essentially levelers; the first intellectually,
the second effectively."
Weil, Simone (1909 - 1943)
Mathematical Skills Dept Lansing Community College
visit our home page: http://www.lansing.cc.mi.us/sas/mathsci
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CoolMath2@AOL.COM on 01/15/98 14:00:07
Please respond to CoolMath2@AOL.COM
To: bret@IAG.NET, mathedcc@archives.math.utk.edu
cc: (bcc: Jack Rotman/Math-Science/Student Academic Support/LCC)
Subject: Re: [MATHEDCC] The demise of developmantal courses
In a message dated 98-01-15 13:06:46 EST, bret@IAG.NET writes:
<< How about this:
Premise - Students who graduate from high school should not have to take
developmental courses. They should be prepared for freshman college work.
(Especially the level of freshman work offered at open door community
colleges. I'm not talking about Calculus; I'm talking about College
Algebra.)
Premise - Schools who certify a student as being ready for freshman
college courses should be held accountable, as much as is possible.
Action: Developmental courses should be taught and all students who take
them should pay out-of-state tuition. Any student who graduated from a
public high school in the state that he or she is attending college will
have all developmental course tuition paid for by the school system who
granted the diploma. Students who graduated out-of-state, in-state at a
private high school, or through home schooling would have to pay the
tuition themselves. No financial aid may be used to pay for developmental
coursework.
>>
Whoo!! Yeah!!! Bravo!!!!!!! Whoooya!!!! 8-)
It is completely true now that a high school diploma doesn't mean much. I
know some high school teachers who say they are not allowed to fail a
student (ie and hold them back).
AND,for the majority of progress reports that I have to fill out for
financial aid students, I have to write that the students is getting a D or
worse and needs tutoring (that the school will pay for too)!
Karen
Orange Coast College
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