E.D. Hirsch explains cause of decline in SAT scores is content-light instruction

Average SAT scores fell this year, with critical reading results declining to the lowest on record.  E.D. Hirsch writes that the main cause is a move away from content-rich instruction in the elementary grades.

The decline has led some commentators to embrace demographic determinism — the idea that the verbal scores of disadvantaged students will not significantly rise until we overcome poverty. But that explanation does not account for the huge drop in verbal scores across socioeconomic groups in the 1970s.

The most credible analyses have shown that the chief causes were not demographics or TV watching, but vast curricular changes, especially in the critical early grades. In the decades before the Great Verbal Decline, a content-rich elementary school experience evolved into a content-light, skills-based, test-centered approach.

Daniel Willingham on this subject:

More: How Knowledge Helps - It Speeds and Strengthens Reading Comprehension, Learning—and Thinking (Cross-posted at Cost of College)

In a van down by the river

I had to go to the high school with my son last night for a mandatory program for everyone involved with athletics and extracurricular activities. A parent had to attend with a student. It was on "chemical health" and it included a motivational speaker - a basketball coach. At the end, everyone had to sign a "contract". I assumed that the message was going to be more sophisticated than when I had to watch "Refer Madness" in 1969. Only a little. All I could think of was Chris Farley and the SNL skit. A large part of the talk was to emphasize Determination, Respect, Enthusiasm, Attitude, Motivation, and S for something. All of that is fine, but he made a big pitch for how college is now mandatory for success. He gave the usual statistics, except for the ones which show increased college loan defaults because the degree hasn't helped. He made it seem that not going to college was two steps away from living in a van down by the river.

the Oxford comma

For years I have resisted dropping the final comma in a series.

E.g.: lions, tigers, and bears versus lions, tigers and bears

If there are three things, I use two commas. I don't know why.

Now I do.

AWOL!

Sorry to be -- fall now involves three treks to the Open and the start of my composition class, and I'm just beginning to get my bearings.

I am in the process of officially transferring my allegiance from Roger Federer to Novak Djokovic.

Speaking of Novak Djokovic, I think I need a pressurized egg.

Under activist investor pressure, McGraw-Hill to split into two listed companies

The breakup of the mini-conglomerate follows public demands starting in July from the Ontario Teacher's Pension Fund and hedge fund Jana Partners LLC for a broad reorganization. The activists suggested breaking up the company into more than two pieces to highlight the value of its individual equities, commodities and financial analytics units.

http://www.reuters.com/article/2011/09/13/us-mcgrawhill-idUSTRE78B1Y620110913

These activist investors comprise about a 15% (so far) stake in the company. McGraw-Hill, in case you didn't know, is a major publisher of "integrated math" and "Everyday Math" books.

Activist investing is an interesting strategy in educational reform; in this case it appears to be the unlikely alliance of teachers (with educational interests) and a hedge fund (with a financial interest). Even with a small, but significant stake, you can nucleate other shareholders around you and force management votes and proxy battles, and cause massive headaches for management, who will often have a large risk of being voted out.

Even if voting out does not occur, management will often make such concessions to activists as reform of their company policies and educational products, or even various monetary "greenmails"; activists can then use this money to multiply their leverage against other targeted companies.

Time Flies

Hey, remember this kid?

He's starting Singapore Math on Monday.

Free access to expanded version of U.S. News college rankings

Free access is courtesy of Google.  Hurry, because this offer expires  Thursday, September 15!

Today, U.S. News and World Report released their 28th annual ranking of the top higher-education institutions across the nation. While this list of schools represents traditions of academic excellence that span centuries, these institutions also clearly recognize the importance (and value) of modern technology in academia. Google has just announced that 61 of this year’s top 100 universities have chosen Google Apps for Education to improve communication and collaboration on campus.
Free Access To Rankings From Google
To show their appreciation to these schools, and to help students better explore and evaluate their college options, Google is providing a year’s worth of free access to the U.S. News complete rankings for anyone who registers before Friday, September 16. Just sign up and you’re all set.

(Cross posted at Cost of College)

9/11

On 9/11, Jimmy's teacher called and told me to come pick him up. The high school was in chaos, she said; they'd had word that a former member of the staff had died in one of the planes, and teachers and kids were crying. Jimmy, then 14, was big and difficult and had attended the school for just 5 days, the first severely autistic student ever to enroll. His transition was going badly, and there was now no chance they would be making headway on that front today. 

When I got there, the teacher told me her babysitter had called: there'd been an attack on Fort Smith, up near her house. I'd never heard of Fort Smith, and I had no idea where it was, close or far. "Pick up all your kids," the teacher said. So I did.

Christopher was in the lunch room when his name was announced along with the name of our neighbor's son, Christopher's friend. There was a mix-up about who the other boy's teacher was, so Christopher told the grownups the right teacher's name, and then he was sent out to me.

I have no memory of greeting him that day. Where were we? In the school lobby? On the steps out front? Those moments are gone. My memories of 9/11 are like the movie Inception, where one of the signs the characters are dreaming is that they don't know how they got wherever it is they are now. That's 9/11 for me. In one memory I'm standing in front of the high school talking to Jimmy's teacher; in the next I'm walking with Christopher on the sidewalk at the far end of the school parking lot, the end close to my friend K's house, trying to think how to tell him about the airplanes hitting the towers and the towers falling down and realizing I should have come up with a plan about how to do this before I got here. Instead, I'm winging it.

In the next memory, I can hear myself saying, "Something bad happened," and after that there's another jump cut, and now Christopher is asking me anxiously what the country can do. I don't have a plan for handling this part of the conversation, either, so Christopher, sensing he's on his own, is trying to figure it out for himself.

We go back and forth a little bit about the things America could do, nothing I say providing the slightest reassurance or comfort, until finally he asks: "Do they have any really tall buildings?" Meaning: Do they have any really tall buildings we can knock down? His little face, ringed with curls, is tense and worried, but his voice is hopeful. He is seven, he has been in second grade for five days, and if we have lost two buildings, then it is right for them to lose two buildings, too. But the buildings have to be really tall.

"No," I say, "they don't," and he looks stricken. I am stricken, too. Something bad has happened.

Later on, that day or another day, Christopher worries that something bad will happen to the Statue of Liberty, too. What if the terrorists crash an airplane into the Statue?

I wonder what was my answer. Something with too many words, I'm sure. They probably won't try to hurt the Statue, but even if they do try the army is watching, and they won't let any planes crash into the Statue, etc., etc. My point being: the Statue is safe. Also, we are safe.

But Christopher isn't listening. He has come up with his own answer.

"If the terrorists crash into the Statue of Liberty," he says, "it will be OK. The French are so nice, they will give us another one."

It is the right answer, and he doesn't worry about the Statue again.

The meaning of an expression?

I have a question about an Integrated Algebra homework assignment:

In 3-10, state the meaning of each expression in part a and in part b, and simplify the expression in each part.

The first two problems:

3.  a.  20 + (6+1)    b.  20 + 6 + 1

4.  a.  18 - (4 + 3)   b.  18 - 4 + 3 

What does "state the meaning" mean?  I suspect it means to write the equation in words, as explained in this Yahoo Answers response offered by a teacher.

Also, I noticed that every homework exercise in the textbook has a "Writing About Mathematics" section.  I wonder if the teacher will correct all the writing assignments.

Lots of writing ahead.

The book is Amsco's Integrated Algebra for New York State.

no change in ACT math scores

speaking of rigged...

change in SAT math scores:

Between 1996 and 2005, the average [SAT] mathematics score increased for all racial/ethnic groups. During this time, the score for Asian/Pacific Islander students increased by 22 points, from 558 to 580. Mathematics scores for White, Puerto Rican, and American Indian/Alaska Native students increased between 12 and 16 points, while Black, Mexican American, and Other Hispanic/Latino students experienced smaller increases, between 3 and 9 points. (p. 77)

no change in ACT math scores:

Unlike SAT mathematics scores, ACT mathematics scores have not increased over time. (p. 81)

geography

The majority of students who take the ACT live in the Midwest, Rocky Mountains, Plains, and southern regions of the country (ACT 2005a). The SAT is more prevalent on the east and west coasts and in the Northeast (SAT 2005a).
p. 76
Status and Trends in the Education of Racial and Ethnic Minorities
National Center for Education Statistics
September 2007

Should American parents have their kids take the ACT?

rigged

Someone I know spoke last night to an admissions person at a highly selective college.

The admissions person said that highly selective colleges here in the U.S. have been admitting numerous students from China because their resumes are so strong. Spectacular scores, spectacular grades.

Then, when the students arrive at the highly selective colleges, their professors discover that they aren't prepared and can't do the work.

What these colleges are seeing, the admissions counselor said, is "systematic cheating." Those were his words.

Another thing: these highly selective colleges have been led to believe that the Chinese government is paying full fare. But no. The students have a bit of money from the Chinese government, but nothing close to what they need, and their parents can't afford to make up the difference.

So there they are, in America, enrolled in the most selective colleges in this country. They can't do the work, and they can't pay the tuition.
  
update: no change in ACT math scores

Functions

I recently added some links for problems to my previous two posts on algebra review and rational roots. Today I'd like to post about functions.

The appropriateness of when to introduce the function concept varies depending on the views of the individual instructor and the student population one is working with. I value the importance of the function concept and notation, but feel that teaching the function notation and the “vertical line test” without follow-up material relating to curve analysis (max, min etc.), composition and inverse, and transformation of functions is of questionable value particularly in the case of a gen. ed. math course that is to be taken by a broad range of students.

I've found that it is possible to discuss many topics related to the behavior of polynomial, rational, exponential and logarithmic functions without the additional two or three days of material required to introduce the function notation to a gen. ed. student population.

Given time, I like to cover functions by introducing the basic notation, followed by curve analysis in which the concepts of increasing and decreasing behavior, as well as maximum and minimum values are discussed. I then like to address function composition and inverse, the transformation topics (which can be somewhat tricky for students) and finish with a unit on the application of functions to a range of optimization problems common in many Calculus courses. I typically have the students use the TI 83/84 calculators to find the maximum and minimum values that will be found algebraically in a Calculus course.

So, I typically spend four to five weeks covering

1) notation

2) increasing, decreasing, max, min

3) composition, inverse

4) transformations

5) applications/modeling

More after the jump...

Common Core math

Apparently, no one is willing to defend the Common Core math standards for Education Next.

help desk - fables and fairy tales

I'm teaching a freshman composition course based on fables, folk tales, fairy tales, and creation myths, and I need some essays or passages for students to read and possibly use for text reconstruction exercises.

Any ideas?

I've amassed a collection of academic papers, but they won't work for my class.

Here's the kind of thing I'm thinking of:

Why did Aesop use animals instead of humans in fables?

Practicing Medicine Can be Grimm Work by Valerie Gribben

9/11

in the Wall Street Journal this morning:

Mr. Schwartz, within a few days of the attacks, was on a train with his family to Florida, where they owned a vacation home. Within a year, they had given up their Manhattan apartment. They had a feeling "possibly that this is the wrong place to be right now with an infant," he said.

His son Calder is 10 now, in the fifth grade in Tampa. The boy has visited New York often, and loves it.

"I said, 'When you go to college, go to college in New York,'" said Mr. Schwartz. "He said, 'So you can come back with me.' "
Refugees From the City Reflect Anew on Their Decision

the rules

from h2g2

Tennis crowds are extremely close to the action so the slightest movement can be off-putting. Of course there will be times you will have to move - too much hospitality is going to play havoc with your bladder control - but do it when it's allowed. For instance, people can move from their seats when the players are changing after every two games, one service game for each player or double partnership. The stewards will be stopping you from returning to your seat once the players are ready to resume play, but before they stop it's up to you to remain in your seat. When the time does come and the second game is over, move swiftly and directly to your nearest exit (they will link up to where you actually want to get eventually), as you only have 90 seconds before play has to resume.

While you are in your seat try not to get too comfortable, especially if you're a snorer and have been queuing or travelling a long time to get in. There's nothing worse than being asked from the umpire's chair to wake up to stop putting the players off.
Etiquette for Tennis Spectators

I'm talking to you, people of Arthur Ashe.

Oh, man.

We spent yesterday at the Open, which in our house means summer is officially over. I love the Open; we've gone every year since we moved here 13 years ago, and it's just about the only New York ritual we have. But it's getting less and less fun. The upper deck is pretty much bedlam these days. Yesterday we had seats on the aisle and next to the stairwell, and Ed and I and an exasperated lady from France appeared to be the only people present who had heard that you're not supposed to traipse in and out of the stadium during play. The lady from France was a stalwart; she took everyone to task and held people at bay.

But they just kept coming, and going.

errrgh

Routine Builder

A fantastic app: Routine Builder.

I am now watering my plants on schedule, once a week, instead of whenever I remember it, which is about once a month, if I'm lucky.

If my plants are lucky, I should say.

I've just this minute added "Eat An apple" to the daily queue.

Steve H on vocational education

I asked about education and jobs for students who like math but aren't going to major in math, by which I probably mean students who 'like numbers' or 'like arithmetic'...(I don't want to be more specific than that in a post.)

Here is Steve H:

Actually, the vocational path might be best for students who are not so great in math, but want a degree and a technical education. You might get math courses that are more appropriate for your needs.

See New England Institute of Technology. (www.neit.edu) It's all about getting an associate or Bachelor's of Science degree. It it very well regarded, but not cheap. They are very focused on specific careers. You can get the degree piece of paper AND be trained for a specific career.

Here are some of the careers they list.

Clinical Medical Assistant
Surgical Tech
Medical Engineering Tech
Interior Design
Physical Therapy Assistant
Construction Management
Multimedia and Web Design
Video and Radio Production
Digital Recording Arts Tech
Automotive High Performance
Automotive Tech
Auto Collision Repair
Electronics Engineering
Mechanical Engineering
Game Development & Simulation Programming

I found the course catalog and can find math prerequisites for courses, but I haven't found a list of math courses for each degree. I did find that the Electronics Engineering Bachelor's Degree requires a course called Calculus II.

"The Bachelor of Science Degree in Electronics Engineering Technology is accredited by the Technology Accreditation Commission of ABET,..."

I don't know whether businesses worry about who accredited your degree. Those who know about the school would never compare this engineering degree with one from the state's university, but will that difference matter in 10 years in an area that doesn't know about the school?

and:

I should have asked what you mean by "like math"? Lots of jobs might need people who can put together spreadsheets and not have a fit with empirical equations. That is probably the best venue for these people. You probably won't find a posted job that asks for a spreadsheet guru, but you might be able have a job where you can evolve into that person.

There is also computer-aided design that is in demand by architects and engineering firms. If you are really good at 3D geometric modeling (e.g SolidWorks or Rhino), you will most likely always be in demand. I don't know if you would call that math.

In general, I would make a distinction between those who want to do math and those who want a job which will take advantage of their ability to handle math-like attention to sequence and details. I've met a number of people without degrees who have an amazing ability to handle technical details, some of which involves math.

help desk - jobs

I have a question.

What kinds of math-related jobs exist for students who like math but aren't going to be math majors in college?

What kinds of math-related jobs are taught in vocational schools? (I'm thinking of the schools Steve H has mentioned.)

Speaking of technology and stagnant scores

from 1997:

In 1922 Thomas Edison predicted that "the motion picture is destined to revolutionize our educational system and ... in a few years it will supplant largely, if not entirely, the use of textbooks." Twenty-three years later, in 1945, William Levenson, the director of the Cleveland public schools' radio station, claimed that "the time may come when a portable radio receiver will be as common in the classroom as is the blackboard." Forty years after that the noted psychologist B. F. Skinner, referring to the first days of his "teaching machines," in the late 1950s and early 1960s, wrote, "I was soon saying that, with the help of teaching machines and programmed instruction, students could learn twice as much in the same time and with the same effort as in a standard classroom." Ten years after Skinner's recollections were published, President Bill Clinton campaigned for "a bridge to the twenty-first century ... where computers are as much a part of the classroom as blackboards." Clinton was not alone in his enthusiasm for a program estimated to cost somewhere between $40 billion and $100 billion over the next five years. Speaker of the House Newt Gingrich, talking about computers to the Republican National Committee early this year, said, "We could do so much to make education available twenty-four hours a day, seven days a week, that people could literally have a whole different attitude toward learning."
The Computer Delusion
by Todd Oppenheimer
J U L Y 1 9 9 7

the founder, chairman, and CEO of Netflix has a really bad idea
speaking of technology and stagnant scores
oh brave new world!
codswallop, part 2