In the name of “equity”, California DOE’s 2021 Mathematics Framework attacks the idea of gifted students and eliminates opportunities for accelerated math.
- no grouping students by ability
- no Algebra for 8th graders
- no Calculus for high schoolers
Why does CA DOE want to eliminate “gifted programs” for “high achieving students”?
Here’s what they say:
“In California in 2004-2014, 32% of Asian American students were in gifted programs, compared with 8% of White students, 4% of Black students, and 3% of Latinx students”
California’s DOE justifies eliminating calculus for high schoolers because “only” 19% of high school calculus students end up taking math classes beyond calculus in college.
But how many high school AP English Literature students end up taking advanced literature in college?
This attack on opportunities for public school students to take advanced math is the result of a once every 7 years review of math curriculum.
The California 2021 Math Framework says grouping students by ability in math is “inequitable” and points to studies showing that
when all students are required to take the same math courses, the results are more equal!
🧐
California 2021 Math Framework:
“districts and schools must confront the structural inequities of tracking and ability grouping, and to strengthen their efforts to support all students learning along a common pathway”
Moving faster is prohibited.
All must take the same path.
“The inequity of mathematics tracking in California can be undone through a coordinated approach”
“Unfortunately, many students, parents and teachers encourage acceleration beginning in grade 8... out of mistaken beliefs that Calculus is an important high school goal”
The California 2021 Math Framework has not yet been adopted.
On May 19-20, the Instructional Quality Commission (IQC) will meet again to propose a revised draft.
You can submit public comment via email to mathframwork@cde.ca.gov
Since I posted this, there has been some debate about the 3 statements at the top:
- no grouping students by ability
- no Algebra for 8th graders
- no Calculus for high schoolers
Let me address each of these in turn.
“No grouping students by ability”
Chapter 7 (Grades 6 to 8) of the 2021 Math Framework clearly calls for an end to tracking, grouping students by ability and accelerated curriculum.
More Chapter 7
“The inequity of mathematics tracking in California can be undone through a coordinated approach in grades 6-12”
“Middle school students are best served in heterogeneous classes” - ie classes not separated by ability.
“No Algebra for 8th graders”
First, this should say “No Algebra I for 8th graders.”
But continuing in Chapter 7, we see the framework defending the rigor of California Common Core standard curriculum for what is currently known as Math 7, Math 8, Math I and Math II.
Now, as many parent with kids in California public middle school and public high school knows, Math 7 (7th grade) and Math 8 (8th grade math) are frequently combined into one “Enhanced Math 7/8” class for advanced math students to take in 7th grade, followed by Enh Math I in 8th.
If you don’t take Math I in 8th grade, you are not on course to take Calculus by 12th grade.
Chapter 7 of the 2021 Math Framework would not allow you to accelerate Math 8 into the combined “Math 7/8” course, or accelerate the Math I course into 8th grade.
Chapter 8 (high school) again says students should take common core Math 8 in 8th grade and Math I in high school.
It says acceleration of Math I in 8th grade comes from “incorrect conclusions that Calculus is an important high school goal”
Then it contradicts itself ...
Right after saying Calculus should not be a goal, the framework waves a wand to declare that an entire year of pre-calculus students currently take is not actually necessary for calculus.
Then immediately repeats that “the push to Calculus in grade twelve is itself misguided”
So does it allow calculus for high schoolers?
It pretends to allow it. But it disallows the grade 7/8 acceleration needed to have time for pre-calc.
Then it sandwiches a statement that pre-calc is unnecessary between two statements that high schoolers shouldn’t take calculus.
I think that is a formula for the supposed “Calculus & Trig” course to be a glorified pre-calculus course, not AP Calculus.
Which the authors of the framework would say is fine, because they don’t think you should take calculus until college.
In any case,’this framework would be highly objectionable for abolishing enhanced/accelerated math classes until grade 11 - even if you think it does not de facto eliminate high school calculus.
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I’m finally starting an analysis of the data on 2023 University of California admissions by source high school released last month, beginning where I left off last year with data on all public high schools in Los Angeles and Orange Counties.
All California public high school students take the same English and Math tests (the “CAASPP” tests) to determine whether they are meeting the state’s standards and given a grade of 1-4 with 4 defined as “exceeds standards”
Statewide, 20% and 16% of students “exceed standards”.
I entered the number of students offered admission to each UC campus at each high school, and compared that to the number of students at the high school who exceed standards.
Then I plotted the number of UC offers per student who exceeds standards as a function of race.
Huge racial disparities in changes to acceptance rates at most of the 6 University of California campuses that are ranked among the top 50 national universities.
But the explanation has to be one that doesn’t apply to UCLA or Davis.
Given the University of California’s plummeting acceptance rates from high schools with many top scoring students, and increasing acceptance rates from schools with few such students, the average student rejected by UC is likely more qualified than the average student admitted.
We can test this assumption at the extreme if we assume that the University is being completely merit-based on standardized measures of academic preparation (AP, CAASPP) *within* each high school.
A fun project for today while daughter studies for APs in our hotel room…
So… if selection is purely test-based within each school, then I’m wrong and there is a higher rate of top scoring students among admitted than rejected overall.
But if selection within schools does not correlate with test scores, then I’m right.
In 2020, the number of offers UCSD extended per graduating senior at LA/OC public schools (regardless of how many applied) was positively correlated to the number of top scores that students at the school earned on their AP tests.
In 2022, that correlation was obliterated.
This uses AP scores for the last year that they were made available.
In addition to making dramatic changes in admissions policies and forbidding submission of SAT/ACT in 2020, California also started hiding all AP data for its public high schools.
In 2020, the number of offers UCSD extended per graduating senior at LA/OC public schools (regardless of how many applied) was positively correlated to the % of students at the school who exceeded state Math and English standards.
More fun with UC admissions data from OC public schools:
The more students exceeded English and Math standards, and the higher their average AP test score, the lower their UC Berkeley 2022 acceptance rate at their school.