Will changing course on math lower curriculum standards?

Rigor will remain high, more students will have more options.

By John D. Barge

Two years ago, our current 11th graders entered high school taking the Georgia Performance Standards in math. The standards are much more rigorous than the old curriculum, which I applaud. However, at the same time we raised the rigor, we created the perfect storm.

We had a major shift in the way the curriculum was delivered — from a discrete approach to an integrated one. Then, the economy took its sharp decline, providing few resources for teacher professional development. A group of teachers from each school district received a few days of training, and then were expected to go back and train all of the teachers in their own district. That is not the ideal way to roll out a brand new curriculum.

While I don’t believe there is a right or wrong way for the delivery of our math curriculum, I do believe students learn differently and should be given the option of learning through a different teaching method. The integrated approach is not working for all of our students, and we are responsible for preparing all of them!

That’s why I applaud the action our State Board of Education recently took to give local school districts the flexibility to choose what is best for their students. They know their students much better than we do at the state level. With either delivery model, the rigor of the current mathematics standards will not be compromised.

The State Board also allowed students who have struggled under this math delivery to receive core academic credit for the support courses that go along with Math I, Math II and Math III.

Some would say we are retreating from the rigor by allowing credit for these support classes because our graduation rule requires students to complete at least through Math III. I can certainly see why some may think that; however, I would say this is a recognition that a one-size-fits-all approach to mathematics and graduation is counterproductive to the expectation that we prepare students to lead successful lives when they leave us, regardless of their postsecondary paths.

Our current graduation rule requires that all students earn four units of math to graduate, including Math I through Math III, and a fourth math course. On our current integrated delivery model, Math III is the equivalent of trigonometry and statistics. So, even students with learning disabilities in mathematics must complete trigonometry and statistics in order to earn a diploma. Rigorous expectations? Absolutely. Realistic expectations? No.

We currently have thousands of students in 11th grade who have one or no math credits toward the four required to graduate. Without allowing these students to earn credit for their support classes, many of them will ultimately give up on high school, simply because they couldn’t grasp the concepts of math in an integrated fashion.

Our current GPS math curriculum is far more rigorous than our previous curriculum, meaning a student who graduates with Math I and II, as well as Math I and II Support, is far better prepared in mathematics than he or she would have been under our old curriculum.

While this isn’t an ideal situation, I would rather these students have options for careers and/or another form of postsecondary education or training when they leave us.

Let me be clear, I don’t believe in just giving out a high school diploma to students that haven’t earned it. But, many of these students have shown in multiple ways that they deserve it.

The intervention we provided this week for our high school students doesn’t lower the rigorous bar we’ve set; it simply gives them other opportunities to be successful. Without this intervention, the door to the future for thousands of our young people will be closed.


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State Board of Education Approves Math Changes

The State Board of Education today approved the recommendation by State School Superintendent Dr. John D. Barge to allow four discrete math courses to be taught to students who may be struggling with the integrated math curriculum. The four new courses – GPS Algebra, GPS Geometry, GPS Advanced Algebra, and GPS Pre-Calculus – are taught with a more traditional delivery. The board’s actions also allowed Math I-III Support classes to count as core credit rather than just elective credit.

"We have many students who are currently struggling with the integrated approach to the math curriculum,” said Superintendent Barge. “I applaud the State Board’s action to approve my recommendation to give students more options to master our rigorous math standards. We are seeing that a one-size-fits-all approach isn’t in the best interest of all of our students. Our systems need the flexibility to teach in the manner that best meets the needs of their students and local system leaders are best positioned to make those decisions. However, I want to be clear that this is not a retreat from the rigor of our Georgia Performance Standards (GPS). This is simply a restructuring of the GPS in a discrete fashion.”

Under the new rule, students struggling with the integrated curriculum will now earn core credit for support classes. Students must receive four units of math in order to graduate. Many struggling students are taking multiple math courses and, thus, not able to take other elective courses. Mathematics Support I, Mathematics Support II, and Mathematics Support III will now be counted as a core credit, giving students the opportunity to get the necessary credits needed to earn their high school diploma.

“We have approximately 17% of our current juniors that have one or no math credits, putting them at risk of not graduating,” said Superintendent Barge. “I see no harm in giving these students the opportunity to learn the math curriculum in a more traditional delivery, without compromising the rigor of the standards.”

Georgia, along with 43 other states, has adopted the Common Core State Standards in math and English language arts. This transition will allow the education community and the public to evaluate the delivery method of our math curriculum for the long-term.

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Atlanta Christian to Offer Major in Biology

Beginning this fall, Atlanta Christian College will offer a major in biology – the first natural science major at ACC. The College announced today that it had received approval from the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to offer a biology program.

“The biology degree will serve as a launching pad for additional science degrees in the future,” said Dr. Kim Macenczak, vice president for academic affairs. Courses within the biology program encourage students to reflect on the relationship between the life sciences and the Christian faith, while honing skills in critical observation, analysis and precision.

“Plans are underway for study abroad programs for biology majors, as well as the use of venues in metro Atlanta for detailed study of the natural sciences,” Macenczak added.

Atlanta Christian’s new Department of Math and Science is chaired by Emory University graduate Dr. Dedra Woolfolk.

Atlanta Christian College’s mission is to educate students for Christ-centered service and leadership throughout the world. Founded in 1937, the College enrolls more than 900 students. The College’s board of trustees is currently in the process of selecting a new location for the main campus in order to accommodate further growth. Atlanta Christian College is affiliated with the Christian Churches and Churches of Christ.

Department of Defense to Award $45 Million in College Scholarships

/PRNewswire/ -- The U.S. Department of Defense (DOD) is currently seeking scholarship applications from undergraduate and graduate students nationwide who are enrolled in science or technology programs for the prestigious Science, Mathematics and Research for Transformation (SMART) Scholarship for Service Program. SMART is an opportunity for students pursuing an undergraduate or graduate degree in Science, Technology, Engineering, and Mathematics (STEM) disciplines to receive a full scholarship and be employed upon degree completion at a DoD research facility. The DOD expects to award 300 scholarships this year worth a total of $45 million.

"The SMART Scholarship Program is one of the nation's most generous scholarship programs funded by the Department of Defense to help support education and job placement for America's next generation of scientists and engineers," says Deborah Shifflett, SMART Program manager.

Scholarships awarded include a cash award of $25,000 to $41,000 a year, full tuition, required fees, health insurance allowance, and book allowance. The program is intended for citizens of the United States; students must be at least 18 years of age to be eligible for an award.

The SMART Program is administered by the American Society for Engineering Education (ASEE ) and the Naval Postgraduate School (NPS). For more information, or to apply online, please visit: http://smart.asee.org/. Applications must be received by December 1, 2010.

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Siemens Competition Deadline Approaching October 1

/PRNewswire/ -- Less than two months remain for students to enter the 2010 Siemens Competition in Math, Science & Technology. A signature program of the Siemens Foundation, this annual competition for high school students awards college scholarships ranging from $1,000 to $100,000 for original research projects in both individual and team categories. Established in 1999, the Siemens Foundation has granted more than 800 scholarships through the Siemens Competition in support of our nation's future scientists and engineers.

Entries must be received by Friday, October 1, 2010, at 5 p.m. EDT. Instructions and online registration can be found at the Siemens Foundation website, www.siemens-foundation.org, and at www.collegeboard.com/siemens. Students may enter as individuals or as members of a team. Those who are not able to complete registration online may call 1-877-358-6777 from 8:30 a.m. to 5 p.m. EDT for further assistance.

The College Board administers the Siemens Competition on behalf of the Siemens Foundation. Entries will be judged at the regional level in November by esteemed scientists and faculty at six prestigious universities: California Institute of Technology; Carnegie Mellon University; Georgia Institute of Technology; Massachusetts Institute of Technology; University of Notre Dame; and The University of Texas at Austin. Winners from each regional competition will continue on to the national finals, scheduled for December 3-6, 2010, at George Washington University, in Washington, D.C. and will be judged by a panel of prominent scientists and mathematicians.

The Siemens Competition continues to attract the nation's brightest minds and innovators of tomorrow. The 2009 national winners took on revolutionary research in biophysics and mathematics. Ruoyi Jiang, a senior at Ward Melville High School in East Setauket, New York, won the $100,000 scholarship in the individual category for research on chemotherapy drug resistance. Sean Karson, a senior at Trinity Preparatory High School in Winter Park, Florida; Dan Liu, a junior at the Liberal Arts and Science Academy High School in Austin, Texas; and Kevin Chen, a junior at William P. Clements High School in Sugar Land, Texas, won the team category and will share a $100,000 prize for their graph theory research.

"The Siemens Foundation is proud to continue our tradition of supporting this country's rising talents in science and math," said Jeniffer Harper-Taylor, president of the Siemens Foundation. "The young science stars of the Siemens Competition are solving tomorrow's problems today."

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NASA and Texas Instruments Use Human Spaceflight to Bring Math and Science Topics Into High School Classrooms

/PRNewswire/ -- NASA and Texas Instruments are using the theme of human space exploration to develop digital libraries of math and science problems for high school students. The goal is to bring real-world topics in science, technology, engineering and mathematics, or STEM, into classrooms to spark students' excitement and interest in these critical career fields.

The collaboration will produce two digital libraries. One, called Exploring Space Through Math: Applications in High School Mathematics, will provide problems based on NASA data that are set in the context of space exploration. The project material will cover almost the entire high school math curriculum, with applications in Algebra 1, Geometry, Algebra 2, and Pre-Calculus.

The other digital library, named Science at Work: Exploring Space with NASA-AP, will contain questions for Advanced Placement classes. This program seeks to develop and test problems in calculus, statistics, physics, chemistry and biology.

"As students solve real problems NASA faces in space exploration, they will practice during high school and college the skills necessary to pursue a career in a STEM field," said Charles Lloyd, NASA's lead for the effort and program manager for Human Research Program Education and Outreach at NASA's Johnson Space Center in Houston. "NASA and Texas Instruments are passionate about motivating the next generation's interest in science and math subjects and equipping these students to take us farther into space and improve our lives here on Earth."

The libraries of questions will use NASA applications and data while incorporating Texas Instruments' math learning technology. Each problem includes student and teacher editions to help the teacher link content to higher concepts.

"Our goal is to make STEM subjects more fun and interactive," said Werner Garciano, director of Professional Development for Texas Instruments' Education Technology. "Working with NASA is a great opportunity to bring exciting, real-world math experiences into the classroom. Our collaboration will expand the digital content and professional development that Texas Instruments provides teachers, and will help engage students more deeply in math. Together, we believe these activities will break through to students who have never considered a STEM career path."

Both projects will be available in the fall of 2010 on NASA's Web site. With this program, NASA continues its investment in engaging and retaining students in STEM disciplines critical to the agency's future engineering, scientific, and technical missions. For more information about NASA's education programs, visit: http://www.nasa.gov/education

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Math Junkies, a Free Math Tutorial Website for Students of all Ages and Abilities to Help Improve America’s Math Skills

Graduate Student Launches Math Junkies, a Free Math Tutorial Website for Students of all Ages and Abilities to Help Improve America’s Competitive Advantage in a Global Economy

(BUSINESS WIRE)--The recently launched MathJunkies.com is a new tutorial website to help students better understand mathematics and its purpose. Created by FIU graduate student and math fanatic Rayan Russell, otherwise known as Rocky, Math Junkies was developed in response to the mathematical needs of today’s technologically dependent generation of students. A beta version of the site has launched and each week will add new exciting functionality such as lessons, videos, formulas, and real-life examples.

A recent study revealed that U.S. students perform consistently below most of their peers from other industrialized nations which proves to be a competitive disadvantage for a global economy. In addition, more and more parents and students are pinching pennies as a result of the recession, even when it comes to education. Math Junkies is a solution for those who would like access to free mathematical resources without paying for tutors or additional classes online. Students of all ages and abilities are able to obtain the help they need to prepare for state and standardized tests, or to sharpen their skills in any subject of mathematics including Algebra, Geometry, Trigonometry, and Calculus.

“It is becoming more and more obvious that during tough economic times, education is imperative in the 21st century,” said Rocky. “In today’s hyper-competitive global economy, kids in Boston are competing with kids in Bangalore for jobs, and math skills are increasingly an important function of most skilled jobs in the US from advertising to web design and almost everything in between depends on some level of advanced math skills. Considering this reality, Math Junkies was created to help students get ahead in a fun and innovative way, especially those who can’t afford the extra help outside of the classroom.”

Math tools including lessons, formulas, definitions, and answers to all types of questions are provided on MathJunkies.com. For easy access, especially for those preparing for the SAT and GMAT exams, math strategies and concept reviews are available via text and video formats. Math Junkies will also feature “Math Tips of the Week” for Algebra I and II, Geometry, Trigonometry, and Calculus. The website is extremely user-friendly with a purpose to give students a wealth of information on subjects that many people tend to have difficulty with.

In addition to being a math fanatic, Rocky is an entrepreneur. He has earned a four-year degree in Applied Mathematics from the University of Miami and is currently pursuing a Master’s degree in Mathematics education. Rocky has dedicated the last 10 years to learning and teaching mathematics in addition to developing ways for people to use technology as a means of better understanding the subject. His hope is that, in addition to helping students, Math Junkies will give math a “cool vibe and energy.”

“It’s time for a mathematical revolution,” Rocky said. “Math is a gorgeous language that we use daily and should embrace. Follow the revolution on our website and twitter.”

Please visit Math Junkies online:

Website: http://www.mathjunkies.com

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Bad Report Card? Studies Show An Online Tutor May Be The Answer

/24-7/ -- November is report card month and parents across the nation are bracing for unpleasant results. Swine flu school closures and a slow implementation of the No Child Left Behind Act (NCLB) have contributed to stagnant test scores and low grades.

According to David P. Driscoll, chair of the National Assessment Governing Board which sets policies for the National Assessment of Educational Progress (NAEP),

"...the failure of our 4th-graders to make progress nationally is a cause for concern."

Furthermore, it is estimated that approximately 125,000 American students in roughly 19 states have had their schooling affected by swine flu school closures.

These regrettable circumstances are disconcerting for parents. Research shows that tutoring is a viable solution.

According to Marzano (2003),

"...the typical student who receives tutoring will obtain achievement scores .50 standard deviations higher than the typical student who does not receive tutoring. This translates into a 19th percentile point gain."

Yet with the vast number of tutoring services and styles, parents are overwhelmed with choices.

Stuart Ackerman, founder of the online tutoring site, Tutorgiant.com, believes he's found the answer.

"It all comes down to basic skills. One cannot learn about fractions without knowing how to multiply and divide. A student cannot write an essay unless he or she is first able to compose a topic sentence and a paragraph. When a student misses school and/or lacks basic skills, it's time to seek help. Online tutoring, especially with videos, gives students the tools for mastery because they can work at their own pace."

According to Northwestern University researcher Greg Duncan in the journal of Developmental Psychology,

"We find the single most important factor in predicting later academic achievement is that children begin school with a mastery of early math and literacy concepts...Mastery of early math skills predicts not only future math achievement, it also predicts future reading achievement."

Ackerman, a certified school teacher with 14 years of experience and a Masters in Education from New York State, came up with the idea of launching a comprehensive archive of instructional videos, employing himself as the featured tutor.

"I have organized Tutorgiant in such a way that the lessons are organized from basic skills to more advanced." Ackerman explained, "and with the ability to watch video lessons on demand twenty-four seven, I believe I have given students a recipe for success."

The results are impressive. With an archive, to date, of over 400 videos and 500 worksheets in math and English which span the early elementary grades to high school, Tutorgiant.com offers a highly engaging online learning experience. With Ackerman front and center in each video, the website offers instruction aided by eye-pleasing graphics that effectively illuminate key concepts.

"I originally designed Tutorgiant for students who were falling behind and needed an English and math tutor, but I also realized that students who missed school due to sickness and other reasons had to get caught up on lessons. It's also a great tool for students who are lacking basic skills because they can get ahead by learning the lesson before it's taught in school."

For concerned parents and educators looking for an educational website that will engage students and provide the necessary skills and concepts, Tutorgiant may very well be the answer.

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Over 3,000 Schools (and Counting) Set to Participate in The American Math Challenge as Practice Week Kicks off

/PRNewswire/ -- With a target of registering 1 million students, this is the last week for kids across the country to sign up for the American Math Challenge! Schools and students can register until November 6, 2009 at 5:00 p.m. ET by logging on to www.americanmathchallenge.com.

The Challenge, which takes place from November 9 - 16, invites middle school students nationwide, ages 9-14, to sign up free of charge to compete online against other American students of similar age and ability in real time, 60-second mental arithmetic games.

The fun officially starts today, with the American Math Challenge Practice Week, which lasts from November 2 - November 6 at 5:00 p.m. ET. Students are sharpening key strokes and practicing their arithmetic as they gear up to compete.

The student with the highest score will be declared American Math Champion and receive a Minted Gold Medal. Up to three top students will be chosen to represent the United States as Team Ambassadors on World Math Day, in March 2010.

The American Math Challenge is hosted by The MATHCOUNTS Foundation, a non-profit organization that promotes middle school mathematics achievement, and powered by Mathletics, the learning platform from 3P Learning, the global leader in online mathematics education.

Best-selling author and Guinness World Record Holder as the "Fastest Human Calculator" Scott Flansburg is Ambassador for the Challenge. Flansburg earned his title for his ability to process numbers with amazing speed and calculator accuracy. He can add, subtract, multiply, divide - and even do square and cube roots - all in his head.

Now, "The Human Calculator®" (a nickname given to him by television host Regis Philbin) is using his extraordinary gift to inspire students, teachers and "non-math" people, demonstrating that arithmetic really can be as easy as "0, 1, 2, 3."

"Students compete in a multi-player game environment, inclusive of all levels of math ability, making math exciting" Flansburg notes. "Results show that participants will make significant improvement in their mental arithmetic skills and have fun in the process. All school children and homeschoolers are invited to participate."

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2009 Nation's Report Card in Mathematics Reveals No Change at 4th-Grade, But New High for 8th-Grade Score

/PRNewswire/ -- There has been no significant change in the performance of the nation's 4th-graders in mathematics from 2007 to 2009, a contrast to the progress seen from 1990 to 2007 at that grade level and subject, according to the 2009 National Assessment of Educational Progress (NAEP) in mathematics. But the 8th-grade mathematics score on the NAEP, which is also called The Nation's Report Card, continued to improve nationwide and reached its highest level since 1990.

The Nation's Report Card: Mathematics 2009, released today, details the achievement of 4th- and 8th-graders on the NAEP, administered by the U.S. Department of Education earlier this year. The report compares national results in 2009 with each prior assessment year going back to 1990, and state results going back to 1990 at grade 8 and 1992 at grade 4.

At the state level, scores improved at 4th-grade in eight states, while four states saw decreases from 2007. At the 8th-grade, scores increased from 2007 to 2009 in 15 states, and no states showed declines. Overall, four states and the District of Columbia saw increases at both 4th- and 8th-grades.

None of the gaps in either grade narrowed from 2007 to 2009. The gaps between Black and White students and between private and public school students narrowed from 1990 to 2009 for 4th-graders and remained unchanged for 8th-graders.

"While the scores for 8th-graders in math continue to be encouraging, the failure of our 4th-graders to make progress nationally is a cause for concern," said David P. Driscoll, chair of the National Assessment Governing Board, which sets policy for NAEP. "With a lack of progress at 4th-grade and large achievement gaps that are relatively unchanged, we need to re-examine our efforts to improve student achievement in math."

While average scores for 4th-graders in all racial/ethnic groups reported in NAEP did not change significantly since 2007, they were higher than in 1990 for those groups with reportable results. Scores for 8th-graders were higher in 2009 than in both 2007 and 1990 for all racial/ethnic groups except American Indian/Alaska Native students, who showed no significant change since 2007.

The trends at different achievement levels mirrored the overall trends in scores. For example, the percentages of 4th-graders performing at or above Basic (82 percent) and at or above Proficient (39 percent) in 2009 were the same as those in 2007 but still higher than they were from 1990 to 2005. Improvements in national 8th-grade scores since 2007 and all previous assessment years were consistent with increases in the percentages of 8th-graders performing at or above Basic (73 percent) and at or above Proficient (34 percent) in 2009.

Results across NAEP performance levels were also consistent with national trends. In grade 4, there were no significant changes in scores from 2007 to 2009 for lower-performing students (at the 10th and 25th percentiles), middle-performing students (at the 50th percentile), or higher-performing students (at the 75th and 90th percentiles). The scores at grade 8 improved at all performance levels, except for the lowest-performing students (10th percentile) who saw no significant change since 2007.

Male students continue to score two points higher than female students in mathematics at both grades 4 and 8. The gaps have not widened, however, since 2007.

The 2009 NAEP assessment in mathematics was administered by the National Center for Education Statistics of the U.S. Department of Education to a nationally representative sample of 168,800 4th-grade and 161,700 8th-grade public and private school students. Results for representative samples of public school students only are also reported for each of the 50 states, the District of Columbia, and the Department of Defense schools.

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IMPACT Year 2: Science, Math and Fun

he second year of the successful University of West Georgia IMPACT program is set to begin this weekend on Friday, Oct. 2, and Saturday, Oct. 3, with a science demonstration at the Technology-enhanced Learning Center, room 1305.

Improving Motivation, Performance, and Attitudes of Children and Teachers or IMPACT is a grant-funded program that helps children and educators get excited about math and science by hands-on learning that encourages creative thinking and problem solving skills.

Mad Georgia Tech Scientist Dr. A will kick off IMPACT Year 2 from 7 to 8:30 p.m. on Friday with a demonstration of his Sensational Science. He will show off his science prowess with the properties of super cool cryogenics, which is liquid nitrogen that measures a negative 321 degrees, the hot fire tornado, the bang of the Binaca cannon, Newton's Laws and other exciting experiments.

The 90-minute program continues for two more performances on Saturday at 10 a.m. and 1:30 p.m. Registration is ongoing and costs $1 for children and $2 for adults. Arriving 15 minutes early is recommended. To register and for more information on IMPACT and the weekend presentations, go to https://uwgagenda.westga.edu/impact101.html.

IMPACT Year 2 will also host Saturday camps.

This year, Saturday Science and Math Camps for K-8 students will be hosted from Oct. 31 through April and finish with an awards ceremony in May. The camps offer a wide range of fun and educational courses in science, technology, engineering and mathematics to children and educators for a registration fee of $5.

All sessions will be led by knowledgeable university scientists, experienced science educators and passionate students who are committed to enhancing teaching and learning of science and mathematics in the West Georgia region. To view the camp schedule, go to https://uwgagenda.westga.edu/impact101.html.

In 2008, the Alice Huffard Richards Fund granted $100,000 for one year for the IMPACT program. At the end of the first year, an evaluation determined that the program successfully met its goals and was renewed for a two-year cycle at $100,000 per year for a possible funding of up to $300,000. The grant is administered through the Community Foundation of West Georgia.

UWG Professors Sharmistha Basu Dutt, associate professor of chemistry and director of Engineering Studies, and Gail Marshall, assistant professor of curriculum and instruction, are coordinators of the grant program.

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CRCT Scores Increase in All Areas‏

Test scores for Georgia’s elementary and middle school students improved in all areas this year, but most dramatically in the crucial subjects of mathematics and science.

Students posted gains on all 14 of the Criterion-Referenced Competency Tests (CRCT) in mathematics and science, all of which are aligned to Georgia’s more rigorous curriculum.

“The 2009 CRCT results are very encouraging and show that our students are learning more advanced concepts and are able to apply that knowledge properly,” said State Superintendent of Schools Kathy Cox. “Our elementary and middle school teachers should feel very proud today – they are getting the job done!”

The biggest one-year gain on any of the CRCTs was in eighth-grade math: The pass rate was 70 percent, an increase of eight percentage points.

“Our new grade 8 math curriculum is very rigorous, but our teachers and students are embracing the rigor and are making tremendous progress,” Superintendent Cox said. “Even more encouraging is the rise in the number of students who are scoring at higher levels on the exam.” The percentage of grade 8 students scoring in the “exceeds” category also jumped eight points to 23 percent.

The CRCTs are curriculum-based tests given to students in grades 1-8 in the subjects of reading, English language arts, mathematics and – in grades 3-8 – science and social studies. As Georgia has rolled out its new curriculum, the Georgia Performance Standards, more rigorous tests have been created and administered. This year, for the first time, all the CRCTs are aligned to the new curriculum. The statewide results are reported in three categories – the percentage of students that did not meet standards, met standards or exceeded standards.

Other highlights from the 2009 CRCT report include:

* A five (5) percentage point jump in the pass rate for science in grades 3 and 5. In third grade, 80 percent of the students met or exceeded standards on the science CRCT and in fifth grade 76 percent.
* Reading and English language arts performance remained high and improved in almost every grade, with 89 percent of seventh-graders meeting standards on both tests. In sixth-grade, the pass rate was 90 percent in reading and 91 percent in English.
* This is the first year students in grades 3-5 took the social studies CRCT aligned to the new curriculum. The pass rate was over 70 percent for each grade.

Closing the Gap

When the results of the 2009 CRCT are broken down, it’s clear that students in Georgia’s largest subgroups continue to make tremendous progress.

“Scores are rising for all students,” said Superintendent Cox, “but our English Language Learner, African-American and Hispanic students are improving faster than the rest of the state and are closing the achievement gap. There is still work to be done, but the progress is undeniable.”

Among the highlights of the 2009 CRCT report:

* English Language Learners (ELL) made dramatic gains in mathematics. The pass rate for ELLs jumped 11 points in one year on the third- and fifth-grade math CRCT and eight points in grade 8 mathematics.
* Since the roll out of the state’s new curriculum, African-American students have closed the achievement gap on almost every test when compared to the performance of Caucasian students. For example, in just three years, the gap has closed nine points in fifth-grade science and eight points in seventh-grade mathematics.
* Hispanic students are closing the achievement gap faster than any other group when compared to the performance of Caucasian students. In just three years, Hispanic students have closed the gap 12 percentage points in third-grade science and over the past four years have closed the gap 12 points in grade 5 English language arts.

Promotion/Retention

Scores went up in all grades and content areas where students must pass to automatically be promoted to the next grade level.

State law requires that students in third, fifth and eighth grade meet or exceed expectations on the CRCT in reading in order to be promoted. Fifth and eighth grade students must also meet or exceed expectations on the CRCT in mathematics.

Results from the 2009 CRCT report:

* Third-grade scores increased one (1) percentage point from last year to 88% in reading.
* Fifth-grade scores increased one (1) percentage point from last year to 88% in reading, and seven (7) percentage points to 79% in mathematics.
* Eighth-grade scores increased two (2) percentage points from last year to 93% in reading, and eight (8) percentage points to 70% in mathematics.

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UWG to Host Summer Research Program

The University of West Georgia and the Department of Mathematics will host an exciting National Science Foundation program this summer. Students participating in “Research Experience for Undergraduates” are chosen from a national pool of math majors and will live on the UWG campus for eight weeks.

Dr. Bruce Landman, chair of the math department, and Dr. Abdollah Khodkar, associate professor of mathematics, will offer students first-hand experience in conducting research in the mathematical areas of number and graph theory and combinatorics. The NSF sponsored program, which is in its third year, pays for residential living and meals on campus, a stipend and living and traveling expenses.

This year’s participants attend Georgia Tech, UWG, California State University at Northridge, Florida State University, the University of Maryland – Baltimore County, McDaniel College, the University of Michigan and the University of Nebraska.

The research program will focus on individual and team research work under a faculty mentor. The syllabi will feature lectures by visiting speakers, weekly seminars where students give oral presentations on their work and writing a mathematics research paper. Students will also have the opportunity to participate in a prestigious mathematics conference. It is an inspiring program for students who love math, said Landman.

“Our 2007 and 2008 REU programs appear to have been successful,” said Landman. “At least four student-authored articles have been accepted in research journals, two presentations have been made at a national conference, numerous academic awards have been received and most of the students have decided to pursue doctorate degrees.”

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UWG Receives Grant Funds to Train Teachers

The University of West Georgia received $100,000 in Higher Education Improving Teacher Quality grants to offer three professional development workshops for elementary, middle and high school teachers.

The programs are funded approximately 80 percent in grants from the PL107-110 Title II-Part A, No Child Left Behind Act.

Dr. Sharmistha Basu-Dutt, associate professor of chemistry, Dr. Joy Black, assistant professor of mathematics and Dr. Gail Marshall, assistant professor of curriculum and instruction, will use these grants to train teachers from around the state in effective methods of teaching and learning in the sciences and mathematics.

Dr. Roy Forbes, director of the Evaluation Center in the College of Education, will assist with evaluation of the programs and implementation of training in the K-12 classrooms. Programs funded through these grants will be available beginning this summer and are titled: “Helping Teachers to Incorporate Inquiry and Nature of Science in the Elementary Classroom;” “Training for Technology Integration in Middle and Secondary Science & Mathematics;” and “High School Chemistry Laboratory: A Contextual & Inquiry Based Teaching Approach.”

Teacher Quality funds are used to strengthen and deepen teachers’ content knowledge, teaching practices and student learning in academic subjects including science, mathematics, language arts, reading and social studies at the elementary, middle, and high school levels in public and private schools.

For more information about the grant and workshops, contact the professors at sbdutt@westga.edu, jblack@westga.edu and gmarshal@westga.edu. To learn about other Teacher Quality programs, visit http://www.coe.uga.edu/teacherquality/projects.html.

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Governor Signs Bill to Help Recruit More Math, Science Teachers

Governor Sonny Perdue today signed House Bill 280, which will start new fully-certified math and science teachers at the same salary as a fifth year teacher.

“Just as Georgia businesses increase incentives to fill critical positions, we now have the same ability,” said Governor Perdue. “Last year, Georgia produced only one physics teacher. This legislation will help us address the shortage of math and science teachers in the state.”

The legislation was introduced by House Education Committee Chairman Rep. Brooks Coleman and carried in the Senate by Education and Youth Committee Chairman Sen. Dan Weber. The Governor was joined at the bill signing by the Georgia robotics teams that participated at the FIRST Championship that was held in Atlanta last weekend.

In the 2007-2008 school year Georgia produced 2,000 early childhood teachers, but only one physics teacher, nine chemistry teachers and 140 math teachers.

The Governor’s proposal was based on recommendations by the Alliance of Education Agency Head’s Math and Science Task Force. Under the legislation, math and science teachers with less than five years experience will be brought up to the fifth year pay level. To encourage elementary teachers to increase their competency in math and science, the Governor’s proposal also provides a $1,000 annual bonus to elementary teachers who hold a math or science endorsement.

The incentives will be available for the 2010-11 school year, which will begin in the Fiscal Year 2011 state budget.
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Governor Signs Bill to Help Recruit More Math, Science Teachers

Governor Sonny Perdue yesterday signed House Bill 280, which will start new fully-certified math and science teachers at the same salary as a fifth year teacher.

“Just as Georgia businesses increase incentives to fill critical positions, we now have the same ability,” said Governor Perdue. “Last year, Georgia produced only one physics teacher. This legislation will help us address the shortage of math and science teachers in the state.”

The legislation was introduced by House Education Committee Chairman Rep. Brooks Coleman and carried in the Senate by Education and Youth Committee Chairman Sen. Dan Weber. The Governor was joined at the bill signing by the Georgia robotics teams that participated at the FIRST Championship that was held in Atlanta last weekend.

In the 2007-2008 school year Georgia produced 2,000 early childhood teachers, but only one physics teacher, nine chemistry teachers and 140 math teachers.

The Governor’s proposal was based on recommendations by the Alliance of Education Agency Head’s Math and Science Task Force. Under the legislation, math and science teachers with less than five years experience will be brought up to the fifth year pay level. To encourage elementary teachers to increase their competency in math and science, the Governor’s proposal also provides a $1,000 annual bonus to elementary teachers who hold a math or science endorsement.

The incentives will be available for the 2010-11 school year, which will begin in the Fiscal Year 2011 state budget.

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Professional Development Key to Improving Math Achievement

Teachers have a greater impact than new textbooks or computers when it comes to raising math scores, according to a comprehensive research review by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education.

Researchers Robert Slavin, director of the Center for Data-Driven Reform in Education at Johns Hopkins University, and Cynthia Lake, research scientist, reviewed 87 previously released experimental studies evaluating the effectiveness of math programs in the elementary grades. The researchers' review covered three approaches to improving math achievement — textbooks, computer-assisted instruction, and approaches emphasizing professional development in specific teaching methods, such as cooperative learning and teaching of learning skills. They found that changing daily teaching practices did more for student achievement than simply using new textbooks or adding computers to the mix.

"The debate about mathematics reform has focused primarily on curriculum, not on professional development or instruction," said Slavin. "Yet the research review suggests that in terms of outcomes on math assessments, curriculum differences are less consequential than instructional differences."

Researchers conducted a broad literature search in order to locate every study comparing the effectiveness of various math programs to traditional control groups. The results were published in the September issue of the American Educational Research Association's Review of Educational Research. The review notes that the three approaches to mathematics instruction do not conflict with each other and may have added effects if used together.

The Johns Hopkins Center for Data-Driven Reform in Education is conducting one of the largest research review projects ever undertaken, to increase the use of evidence in education to improve student achievement. The intent is to place all types of programs on a common scale to provide educators with meaningful, unbiased information that they can use to select programs and practices most likely to make a difference with their students. Topics include reading, math, and other programs for grades K-12. Educator-friendly ratings of effective education programs as well as the full reports appear on the Best Evidence Encyclopedia web site at www.bestevidence.org.

The Johns Hopkins University School of Education's Center for Data-Driven Reform in Education is a non-profit center that received funding from the Institute of Education Sciences at the U.S. Department of Education. For more information on the center, visit www.cddre.org.

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Popular Online Contest Keeping Up Kids' Interest in Math

PRNewswire -- As national experts continue to decry the need for more science and math education, a fun math contest Web site at Columbus State University is doing its part to keep interest alive.

Hundreds of thousands of people from more than 213 different countries around the globe are finding their way to the brain-teaser site every month at www.colstate.edu/mathcontest . More than 564,000 hits were logged last year, and the counter is on track this year to double that mark.

The site also has reached the coveted No. 1 spot on Google when someone searches online for "math contest."

All this interest is inspiration for David Rock, dean of Columbus State University's College of Education and the man behind the math contest.

He has spent most of his career trying to change perceptions of math. Research has shown that combining math with technology helps the learning process. So when the Internet first hit the mainstream about a decade ago, Rock found a way to combine technology with learning.

And he made it fun. The questions are not just equations, but brain-teasers, mental slight-of-hands and real-life scenarios for different age levels.

"Too many of our kids lose interest in math as they become older," Rock said. "Perhaps it's because it's not cool or because they don't think it's relevant. But whatever the reason, we've got to do what we can to change that perception "

He and Doug Brumbaugh, a colleague at the University of Central Florida where he completed his graduate degrees and once taught as an instructor, created some online math contests long before Google or other Internet search engines went online. The pair didn't advertise or tell many about it, but people online found the site. Rock promised that everyone who answered correctly would have their name posted on the Web site.

"We never post the answers because we want it to be a teaching tool as well as a place where people have to think," Rock said. "Teachers know that if their student's name is on the site, they submitted the correct answer."

The idea took off and followed Rock as he became a professor and moved to new positions at other universities. At Columbus State University, Rock has collapsed all the math contests he's done into one mega online math contest site. He even talked the White House into including a math challenge on its Web site at http://www.whitehouse.gov/kids/ .

CSU's math contest site features the Problem of the Week, plus Algebra in Action, Middle School Madness and Elementary Brain Teaser.

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