** For over thirty years, market-driven policies to improve schooling in the U.S. such as standards, testing and accountability have had at their core the belief that both academic excellence and equity–two prized values in this culture–can be achieved at the same time. From No Child Left Behind to Core Curriculum standards, these values advance this belief that both are simultaneously achievable. What Jack Schneider calls “excellence for all” approach to school reform. When value-driven policies meet school and classroom practice, when resources are limited and choices have to be made, however, dilemmas occur because values often conflict and resources are limited. Choices have to be made. Education Realist describes such tensions when academic excellence and equity collide in this story about a high school math department.**

**Education Realist is a math and history teacher. I have visited this teacher’s classes in math and history on two occasions, and have come to respect the method and curriculum I’ve observed. Education Realist, who wishes to remain anonymous, is also one fine writer who explores tensions and dilemmas that teachers face. Here is one.**

A colleague who I’ll call Chuck is pushing the math department to set a department goal. Chuck is in the process of upgrading our algebra 1 classes, and his efforts were really improving outcomes for mid to high ability levels, although the failure rates were a tad terrifying. He has been worried for a while that the successful algebra kids would be let down by subsequent math teachers who would hold his kids to lower standards.

“If we set ourselves the goal of getting one kid from freshman algebra all the way through to **pass** AP Calculus, we’ll improve instruction for everyone.” (Note: while the usual school year doesn’t allow enough time, our “4×4 full-metal block” schedule makes it possible for a dedicated kid to take a double year of math if he chooses).

Chuck isn’t pushing this goal for the sake of that one kid, as he pointed out in a recent meeting. “If we are all thinking about the kid who might make it to calculus, we’ll all be focused on keeping standards high, on making sure that we are teaching the class that will prepare that kid–if he exists–to pass AP Calculus.”

I debated internally, then spoke up. “I think the best way to evaluate your proposal is by considering a second, incompatible objective. Instead of trying to prepare every kid who starts out behind as if he can get to calculus, we could try to improve the math outcomes for the maximum number of students.”

“What do you mean?”

“We could look at our historical math completion patterns for entering freshmen algebra students, and try to improve on those outcomes. Suppose that a quarter of our freshmen take algebra. Of those students, 10% make it to pre-calc or higher. 30% make it to trigonometry, 50% make it to algebra 2, and the other 10% make it to geometry or less. And we set ourselves the goal of reducing the percentages of students who get no further than geometry or even, ideally, algebra 2, while increasing the percentages of kids who make it into trigonometry and pre-calc by senior year.”

“That’s what will happen with my proposal, too.”

“No. You want us to set standards higher, to ensure that kids getting through each course are only those qualified enough to go to Calculus and pass the AP test. That’s a small group anyway, and while you’re more sanguine than I am about the efficacy of instruction on academic outcomes, I think you’ll agree that a large chunk of kids simply won’t be the right combination of interested and capable to go all the way through.”

“Yes, exactly. But we can teach our classes as if they are.”

“Which means we’ll lose a whole bunch of kids who might be convinced to try harder to pass advanced math classes that weren’t taught as if the only objective was to pass calculus. Thus those kids won’t try, and our overall failure rate will increase. This will lower math completion outcomes.”

Chuck waved this away. “I don’t think you understand what I’m saying. There’s nothing incompatible about increasing math completion and setting standards high enough to get kids from algebra to calculus. We can do both.”

I opened my mouth…and decided against further discussion. I’d made my point. Half the department probably agreed with me. So I decided not to argue. No, really. It was, like, a miracle.

Chuck asked us all to think about committing to this instruction model.

Later that day, I ran into Chuck in the copyroom, and lo, a second miracle took place.

“Hey,” he said. “I just realized you were right. We can’t have both. If we get the lowest ability kids motivated just to try, we have to have a C to offer them, and that lowers the standard for a C, which ripples on up. We can’t keep kids working for the highest quality of A if we lower the standards for failure.”

Both copiers were working. That’s three.

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I do not discuss my colleagues to trash them, and if this story in any way reflects negatively on Chuck it’s not intentional. Quite the contrary, in fact. Chuck took less than a day to grasp my point and realized his goal was impossible. We couldn’t enforce higher standards in advanced math without dooming far more kids to failure, which would never be tolerated.

Thus the two of us collapsed a typical reform cycle to six hours from the ten years our country normally takes to abandon a well-meant but impossible chimera. …

Larry:

Don’t feel bad. Predicting that computers will result in transformative change in education is like predicting that we would have flying cars by now. They have changed the lives of students far more outside of school where teachers don’t control their use. To the extent that they let students leave school altogether and study at home, they can make a difference. Kids schooled at home who can proceed at their own pace using computerized learning software are much better off than those in school who are either bored or frustrated much of the time. One reason for little transformative change can be traced to staff development efforts that just show teachers how the computer works rather than showing them how to teach different. Any prediction that keeps public education in the industrial age is where I put my money. Changing organizations where the workers have masters degrees is more than the available change agents have up their sleeves.

I just posted my summary of Daniel Pink’s new book on motivation (Drive). Check it out at DrDougGreen.Com

Best

Douglas W. Green, EdD

Teaching is a relational, human profession. The Gutenberg Press didn’t take away the need for teachers (or even the use of lecture). The telegraph and “instant access to information,” didn’t take away the teacher as an authority, either.

I still scoff when I hear someone tell me that my job will be outsourced or tech-sourced (partly because I know that, if nothing else, society needs warehouses to hold kids will grown-ups work – no amount of tech-sourcing can or will change that).

I am not against computers in school. I use a 1:1 ratio in my class and it’s worked well (or so I believe) but I am a skeptic about the transformative power of any medium. The social, political, economic and cultural forces are all greater than any grand prediction from technocrats and cyberphiles.

Incidentally, I admit that my thinking on technology in schools has been largely influenced by reading your work.

It is interesting to read your reflection on Teachers and Machines, as my class at William & Mary is reading this book now. As a high school teacher, I see the situations you describe here. Teacher use as traditional and unimaginative…

One of the problems I see in K-12 education is that imaginative uses are actively discouraged by district-based technology policies that restrict access and make it nearly impossible to create change. The heavy workload and other duties assigned to teachers make finding the energy to enact change while the establishment works against you a burden that most teachers are unwilling to bear.

I often hear the access issue cited as a barrier to a the creative use of technology. While we are only an example of 1, we have open access but there’s no flood of creative adoption. We DO have overwhelmed teachers.