Equity Makes Mathematics a Gateway: Instead of a Gatekeeper
It has long been documented that high school students who succeed in the rigorous mathematics of algebra and geometry are more likely to graduate high school and complete technical and/or college course work successfully (Checkly, 2001; National Council of Teachers of Mathematics, 2018; Rech & Harrington, 2000). Students who graduate high school without a solid understanding of advanced mathematics often fail to continue their education after high school and frequently drop out of postsecondary programs when confronted with the need to first participate in remedial math courses before beginning their chosen program (Schmoker, 2018).
Secondary schools have recognized the critical connection between a student’s math achievement and their success after graduation. They have tried a variety of methods to improve student success in secondary mathematics including, among others, a push to engage more eighth grade students in Algebra I, providing more time for mastering Algebra I by providing a two-year course to complete the entire Algebra I sequence, personalized learning programs provided digitally that allow students to move at their own pace, and a never-ending development of new and ‘better’ mathematics textbooks. While these various efforts have worked with some students, none of these efforts have proven to be the tool that consistently ensures all students master rigorous high school mathematics standards. In fact, some of them have even proven to be detrimental such as stretching an Algebra I class out over two years, putting students even further behind in mastering the rigorous mathematics of high school.
However, schools that practice equity recognize the importance of all of their students mastering rigorous high school mathematics standards. They do not track students in mathematics, but rather provide each student with whatever it takes to ensure they master a mathematics pathway that then becomes a gateway to opportunities and the ability to pursue any number of future post-secondary options. They meet the challenge given by the National Council of the Teachers of Mathematics (2018) that “everyone involved in the mathematics education of high school students must be committed to ensuring that each and every student has the opportunity to learn the mathematics necessary to be well prepared for whatever the future may hold for his or her educational, professional, and personal lives.” (p. 3).
There have been efforts to identify research proven programs for teaching secondary mathematics. While the rigorous research to identify these programs is thin, we do have some understanding of effective secondary math programs. Slavin, Lake, and Groff (2009) found in their extensive review of such programs that what happens in the classroom to engage students in learning mathematics is more predictive of student success than the use of a particular textbook. They state, “that the programs that produce consistently positive effects on achievement are those that fundamentally change what students do every day in their core math classes” (p. 887). Mathematics is a tool for problem solving, interpreting outcomes, and using knowledge to move us forward. Therefore, problem solving and using mathematical thinking must be the core of building new mathematical understandings. (Brendefur, Strother, Carney & Hughes, 2013; NCTM, 2018; Schmoker, 2018).
Creating equity in mathematics learning in schools does not just happen because a particular program or textbook has been adopted. It happens because teachers are constantly monitoring their students’ learning and working to improve their practice so that every one of their students masters the rigorous standards. Teachers working together in professional learning teams and with instructional experts, continue to hone their instruction so that interactions between students and teachers in the classroom are so powerful that every student becomes a confident mathematical thinker and problem solver.
The Bill and Melinda Gates Foundation has noted the inequities in mathematics education. They have recognize that some students are blessed to be in classrooms with highly qualified teachers that engage them in the wonder and power of mathematics. They also have noted that way too many students, especially marginalized students, are experiencing insufficient education in mathematics that fails to ensure they master rigorous standards and leaves them questioning their own abilities. The Gates Foundation wants to be a part of helping more schools become schools of equity in mathematics.
They recently announced that over the next ten years they intend to:
- Support the development and use of high quality, engaging instructional materials.
- Support and increase the number of teachers prepared to provide high quality math instruction.
- Support districts in implementing changes, practices, and protocols for rigorous math instruction.
- Better align mathematical pathways leading from high school to college.
They are beginning this work by making grants of over 1 billion dollars to improve mathematics education. If they follow the research and ensure that what happens in the classroom engages students in rigorous core mathematics and support teachers in further developing their instructional skills to make this happen, then each student will be provided with whatever it takes to ensure their success in mastering rigorous mathematics standards. Equity makes mathematics a gateway to future opportunities instead of the traditional gatekeeper limiting future opportunities. Equity happens for students because of what teachers do.
All educators working for equity in our schools know that this is incredibly important work. We welcome the Gates Foundation’s support.
References:
Brendefur, J., Strother, S., Carney, M., & Hughes, G. (2013). Mathematical thinking for instruction workbooks: MIT workbook K-3. Boise, ID: Developing Mathematical Thinking Institute Inc.
Checkly, K. (2001). Algebra and activism: Removing the shackles of low expectations – A conversation with Robert P. Moses. Educational Leadership, 59(2), 6-11.
National Council of Teachers of Mathematics (2018). Catalyzing change in high school mathematics: Initiating critical conversations. Reston, VA: National Council of Teachers of Mathematics.
Rech, J. F. & Harrington J. (2000). Algebra as a gatekeeper: A descriptive study at an urban university. Journal of African American Men, 4(4), 63-71.
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning (2nd Ed.). Alexandria, VA: ASCD.
Slavin, R. E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Education Research, 79(2), 839-911.
This blog is written by Dr. GwenCarol Holmes, a long-time educator and passionate advocate for all students mastering rigorous standards.