Do Standards-based Programs Work?

The other day administrators and teachers were talking in a workshop about
their school's math performance, which after gaining for a few years, has
been disappointingly flat.  One principal commented, "We thought our new
math program would be the 'be all, end all'.  We've found it wasn't
everything we had hoped."

I suspect the sentiment resonates with many teachers and administrators
around the state.  A lot of teachers and administrators hoped "the program
would do it all".  But unfortunately, the promise of the standards-based
programs, those that align well with the framework, depends heavily on the
teacher.  The VISMT math staff comes to this belief from auditing schools
across the state: observing classrooms throughout schools, interviewing
teachers and watching children.

A similar conclusion is echoed in a recent study released by the Federal
Department of Education:
"A federally subsidized research project has released initial findings
demonstrating that curricula based on the NCTM's framework result in higher
test scores. ŒStudents using the programs we studied consistently
outperformed other students,¹ said Sheila Sconiers, director of Alternatives
for Rebuilding Curricula, which conducted the study.

"The study recommends that the new style of curriculum is best used in
districts with experienced teachers, because it requires teachers to learn
new ways of teaching."


The New Programs Appear Self-evident , But They're Not

The teaching philosophies, the teaching strategies, and the content in the
standards-based programs are radically different from what teachers have
used before. Unfortunately the lessons in the new programs make it appear as
if the teaching is self-evident‹simply follow the directions and results
will follow.  As we watch teachers use the programs it is obvious that there
many interpretations, many of which are inconsistent to greater or lesser
degree with the intent of the authors.  One recent study indicated that
teachers inadvertently mis-implement 70% of the daily lesson tasks.  The
most frequent error is to diminish the cognitive challenge of the task.


Maximum Student Gains Depend Highly on Teacher Skill and Knowledge Across
Classrooms

It is my opinion, based on looking at scores across schools and observing
classrooms within many schools, that the program 'alone' might account for
only 20% of the potential impact on student performance that can be
achieved.  The other 80% resides in the teachers¹ knowledge, and their skill
in using the program as the authors intended‹ACROSS CLASSROOMS.

The term "across classrooms" underscores the powerful synergy that occurs
where there is consistency in teaching strategies and philosophies as
students progress from class to class.  It isn't just the student knowledge
that builds from grade to grade, it¹s also students¹ skills in learning
mathematics in a new way, through inquiry.  That can't be emphasized too
much. 


Jim Abrams
Director of Mathematics Education
Vermont Institute for Science, Math & Technology
7 West Street
Montpelier, VT  05602
Ph: (802) 828-0069
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