School Board Should Stick With Tradition

The majority of Los Angeles public school students are not learning an essential life skill: math. More than half of ninth graders received a D or worse in algebra last year. Even the highest Stanford 9 math scores only reached the 41st percentile. And nearly half of all high school graduates entering Cal State universities must take remedial mathematics. With those kinds of statistics, it is obvious that our children are not getting the basic building blocks to succeed in this world.

The time has come to change what sadly has become the status quo. The so-called new math, where students are encouraged to estimate rather than compute, may work in a lab setting, but it has failed the majority of our students. Supporters talk about how new math has attracted inner-city students who would otherwise shun math courses. I applaud the school district for attempting to appeal to a broader student population, but I cannot condone a watered-down curriculum for any child, whether they live in the impoverished inner city or a wealthy suburb.

Of course, there is nothing wrong with attacking teaching from a new angle, whether it is teaching estimation techniques in math or integrating good literature into a phonics lesson. But this must not replace direct instruction, which works because it provides teachers--whether new or experienced--with an effective framework to enable students to master the basic state standards.

In the LAUSD, one in four teachers does not have full teaching credentials, and more than 90% of our state’s elementary teachers did not study math in college. Parents, discouraged by teachers who are unable to teach new math, are spending their hard-earned money to hire tutors for their children. They know that their children should be able to subtract 15 from 32 by the second grade without having to draw 32 stick men.

If we expect teachers to empower our children with the tools to compete in our global economy, then we must empower our teachers to succeed in the classroom. The school district must return to the basics and hold each teacher accountable for well-defined results. This can be done.

When it comes to reading, newly adopted programs like Open Court and Success for All provide direct instruction tactics that guide teachers on complex teaching methods. They also provide administrators with a means to monitor and measure teacher performance. On my recent trips to several Open Court and Success for All classrooms, I saw kindergartners reading and teachers proud of their rising test results. This is a powerful model for the LAUSD’s strategy regarding math instruction.

Many of our brightest math scholars believe traditional math techniques best serve our students. Just last year, nearly 200 university mathematicians and scholars openly opposed “new math” programs. On average, students in traditional math courses score about 10% higher than those in integrated math courses. These kinds of statistics are significant in districts like the LAUSD that are struggling to raise the level of student achievement.

The new leadership at the L.A. school district has made many bold decisions on behalf of its more than 700,000 students. Soon, there must be one more. As the school board today contemplates the implementation of the district’s math standards, I urge board members to support policies that maintain traditional math curriculum, support successful math teachers and assist our newest, least experienced teachers. Finally, I urge them to look at what is proved to work, not what may work or feels good.