John+Jasinski

=Supporting the Economic Disadvantaged on High School Math Assessments =


 * ===Basic Overview===

=
Economically disadvantaged students are not getting the necessary math skills they need to be competent during the 11th grade HSPA math NJ state assessment. Overall, the mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. A microcosm of this is fully illustrated at my school in Bergen County where 53% of economically disadvantaged 11th graders were partially proficient on the HSPA math. The school is 17% below AYP for this subgroup and is looking to improve its students' success.======


 * ===Purpose of this WikiSpace===

This page highlights and provides links to cultivate a more in-depth understanding on how to successfully support impoverished students in math. Brief summaries including descriptions and ways in which the resources might be used are included under each of the listed resources.

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma400.htm
 * ===Resources===
 * 1) ==Critical Issue: Aligning and Articulating Standards Across the Mathematics Curriculum==

"Many students do not see or understand the connection between mathematics and their daily lives. Some students may excel at performing mathematical functions, but there is evidence that they cannot apply those skills to solve everyday problems. Still o ther students find their K-12 mathematics instruction experiences to be fragmented or unnecessarily repetitious." This web page's goal is to connect the math curriculum from K-12 in a coherent and continuous manner to relate to the math students' own personal lives. There are problem solving based strategies that are discussed that include project based learning, using technology, and alternating assessments to accommodate all types of disinterested or distracted students. There are sections of the site that address 'action options' for all stakeholders. Teachers, administrators, parents, and the surrounding community have access to videos, transcripts, letters, and other types of handouts to help support aligning the math curriculum in a way that becomes more appropriate for disengaged students.

2. What We Can Do About Achievement Disparities- To reach the goal of mathematics achievement for all,we must understand and address the obstacles faced by economically disadvantaged students
http://web.ebscohost.com.ezproxy.montclair.edu:2048/ehost/detail?vid=3&hid=12&sid=44bf823d-a020-497f-be04-5854d0d95200%40sessionmgr7&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=27572270

The article discusses th//e// achievement gap in mathematics education in the U.S. 'Low socioeconomic status (SES) students and minority students do not achieve the same results as other students, despite reforms in math education as implemented by the National Council of Teachers of Mathematics.' It shows examples of low SES students' responses to various math word problems, demonstrating that they use common sense more than math problem solving skills. This does not necessarily demonstrate an inability to learn the math concept, however the point here is that mathematics teachers should pay attention to the particular orientation toward learning with which children have been raised, particularly when trying to implement instructional reforms. Suggestions for schools on how to decrease the achievement gaps include a contextual approach in math education, using complex problems and exercises, and working with parents of low SES students. One can use this website to gain more of an understanding of how differing socioeconomic classes and cultures critically think and apply reasoning to word problems. On this site, teacher's can draw from NAEP's (National Assessment of Educational Progress) Web-based question tool ([]), which offers a variety of assessment tasks within each mathematics strand. Teachers can generate a pool of items selected by mathematical strand, difficulty level, and format (multiple choice, short answer, or extended response) and administer the items to their students. They can then compare the results with detailed U.S. 4th, 8th, and 12th grade student performance data for each task (including differences by poverty level and race/ethnicity). Using these results they can gain a bit more of an understanding of how rich math concepts are received by different students.



3. Accelerating Mathematics **Achievement** Using Heterogeneous Grouping.
http://web.ebscohost.com/ehost/pdf?vid=6&hid=15&sid=43080bed-e600-461d-addd-26d7c6c37f6a%40sessionmgr8

This study examines the effects of providing an accelerated mathematics curriculum in heterogeneously grouped classes in a diverse suburban school district. The studies results showed that by grouping students in a heterogeneous math setting,where students' skill levels and abilities are mixed, the probability of completion of advanced math courses increases significantly. This improvement is seen in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. By allowing students of all socioeconomic levels, cultures, and backgrounds to work collaboratively, not only did the impoverished students achieve more, but it also did not negatively impact the higher achieving students. This website is a great resource to prove that having children work collaboratively in groups is a potential method of bridging the achievement gap that has been seen for too long in mathematics education.



4. Fostering Engagement for Students from Low-Socioeconomic Status Backgrounds using Project-Based Mathematics
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/a7/de.pdf

Poor students are dealing with many issues in and out of school. This resource aims to answer the question, 'Will teaching through projects promote engagement for this population of students?' The curriculum in many high schools throughout the US is designed to promote success on standardized tests. Many students who score below proficient on these tests typically find that what they are learning in algebra is irrelevant and inconsistent to their lives. This site introduces project based learning so that instruction is based on experiences, where students build upon their previous knowledge to construct new knowledge with guidance from the teacher. The literature shows that students from lower socioeconomic backgrounds and minorities have increased engagement when using a curriculum that includes project-based mathematics. It proves that during project-based learning, students are more motivated, engaged and have an increased understanding of mathematics versus traditional instruction. This website can be used to read about real studies done on project based learning. 'The Algebra Project' and 'Math in the City' are two examples of project based learning studies completed and are fully critiqued and commended accordingly. Many of these projects may be used, modeled, or altered for the math classroom.



5. Big Brothers Big Sisters of America
http://www.bbbs.org/site/c.diJKKYPLJvH/b.1539751/k.BDB6/Home.htm

This organization is the leader in one-to-one youth services. They strive in developing positive relationships that "have a direct and lasting impact on the lives of young people" that are in need socioeconomically or emotionally. Their mission is to help children reach their full potential with the help of a mentor. They are dedicated to contributing to brighter futures, better schools, and stronger communities for all. A school district in a similar situation as mine would definitely benefit from partnering with this organization to increase student well being and performance.



6. Preparing Students for HSPA Mathematics
http://southjerseyacademy.com/new%20webpages%20to%20upload/hspa%20math.htm

Great resources, games, links, and problem solving strategies to encourage struggling students to find interest in the curriculum. This resource uses internet virtual manipulatives to engage apathetic math students. This website includes high interest activities for students that otherwise may be disinterested towards the critical thinking involved in mathematics at the high school level. This website can be used to differentiate instruction in the classroom as well as serve as a useful tool for homework assessment. In addition, there are links provided that connect you to other sites that exhibit more interactive methods of assessment, skill practice, and reinforcement of mathematical concepts.