Wednesday, February 27, 2008

How not to Adopt Materials
another lesson in mistakes
by the
Seattle Schools decision makers

On Harium Martin-Morris blog
Blogger dan dempsey said...

The Key to making really big mistakes is to ignore the data that is staring you smack in the face.

This is not some fabulously paid consultant project. All the statistics that follow are just the data from OSPI posted right on the web.

In the 2006-2007 School year Seattle used the newly adopted Connected Math Project2 materials complete with improved implementation and teacher training. Look at the results for children in “Title I targeted Math” at the 7th grade level WASL pass rates.

7th Grade Math-Seattle Public Schools
Year ....... District ...... State
2000-01 ... .. 4.2% ...... 12.8%
2001-02 ... .. 3.4% ...... 16.4%
2002-03 ... .. 7.3% ...... 15.8%
2003-04 .. .. 23.3% ….... 27.6%
2006-07 …... 16.7% .... 43.8%

So this is how the SPS performs a successful math adoption --- say what about children of poverty???

If someone calls this a success they have no standards for excellence or else they must think that the poor are incapable of educationally adequate performance.

Contrast this with the Hook Study in California or with the new Saxon implementation in Tacoma 2006-07.

Compare with Tacoma’s Saxon implementation in 2006-2007

Tacoma low income:
7th Grade Math
Year………District ……..State
2005-06….22.5%….30.3%….gap -7.8
2006-07….31.3%….35.9%….gap -4.6
improved by +3.2 with Saxon

Seattle low income:
7th Grade Math
Year …..….District….State
2001-02..…. 3.4%
2002-03..…. 7.1%….19.8%
2003-04…. 20.1%….27.0%
2004-05…. 24.4%….32.4%
2005-06…. 24.5%….30.3% gap -5.8
2006-07…. 29.5%….35.9% gap -6.4
worse by 0.6 with CMP2

In 2006 Seattle led Tacoma by 2% in passing rate differential
In 2007 Tacoma led Seattle by 1.8%

Given Hook's research it is reasonable to assume that since Seattle is still using CMP2 with little supplementation and Tacoma is now in year two with Saxon.
Tacoma should lead Seattle by at least 4% in Spring 2008 for low income kids.

Seattle has 40.5% on free and reduced meals, while Tacoma has 54.8%. The State average is 37%.

It is important to notice that Tacoma K-8 is establishing a base of arithmetic competence on which to build algebra skills. No one is quite sure what Seattle is establishing k-8 in math as the SPS has yet to define required necessary skills at each grade level.

Yes lets all go and spend another 2 million on books with an additional two million on academic literacy and math coaches for teachers and support - when we have absolutely no coherent plan for much of anything in math.

Blunder on SPS -- Blunder on.

Harium you definitely have your work cut out for you on this one.

Don't get hurt by having this unstructured program collapse on you. You did not build this mess.

Good Luck.


To continue what was started above.

6th Grade Math
Year...District . State
2005-06.. 20.8%.. 31.5% gap -10.7
2006-07.. 28.7%.. 30.7% gap -2.0
better by +8.7 with Saxon

6th Grade Math
Year...District . State
2005-06.. 25.0%.. 31.5% gap -6.5
2006-07.. 25.1%.. 30.7% gap -5.6
better by +0.9 with CMP2

2006 Seattle Led Tacoma by 4.2% in passing rate differential
2007 Tacoma Led Seattle by 3.6%

Ms Santorno the Everyday Math -Connected Math combination is not working in Denver why did you put this same combination in Seattle?

Is this a success? Oh that's right this takes time.

Seattle is spending $4.2 million on academic coaches for teachers this year. Hopefully we will see more improvement this year than last year.

Now let us take a look at grade 3 in Tacoma for the Saxon Implementation and compare it with whatever was happening in Seattle last year. Remember Seattle had no required grade level necessary skills at grade three and a hodge podge of TERC/Investigations Etc. were in use at various schools.

Here comes Low Income for grade three:
Tacoma low income:
3rd Grade Math
Year ... District-State
2005-06 . 41.8% . 48.8% gap -7.0
2006-07 . 55.3% . 55.7% gap -0.4
improved 6.6 with Saxon

Seattle low income:
3rd Grade Math
Year ... District -State
2005-06 . 49.0% . 48.8% gap +0.2
2006-07 . 54.3% . 55.7% gap -1.4
worse by 1.6 with little direction

Greenlake long term pilot of Everyday math
3rd Grade Math
Year School State
2005-06 61.5% 48.8% gap +12.7
2006-07 54.5% 55.7% gap -1.2
worse by 13.9 (small populations have big fluctuations school has 25% F&R meals)

4th Grade Math low income
Year . School .District State
2001-02............... 35.3%
2003-04 . 50.0% 40.3% 44.7%
2004-05 . 25.0% 37.5% 43.8%
2005-06............... 39.3% 42.5%
2006-07 . 42.9% 40.0% 40.7%

5th Grade Math low ioncome
Year . School District State
2005-06. 16.7% . 33.5% . 38.1%
2006-07...............40.7% . 42.0%

Are You shocked that the Everyday math used for several years at Greenlake with supposedly wonderful implementation did not produce results for Low Income students much different than the chaotic shotgun pattern of many different materials used at the other SPS schools?

Why did the SPS adopt this Everyday Math curriculum?

The reason is because Ms Santorno, Ms Hoste, and Ms Wise decided to ignore all the statistics and other relevant data that was submitted to them over months prior to the adoption decision and decided to ignore the testimonies at the introductory school board meeting and the non-televised action meeting of May 30th. The school board as usual was steam-rollered by their hired experts - with no data and no intelligent application of the relevant data --How can this repeatedly happen on so many issues?

Oh right the board does not need 100% buy-in.

When will that accountability ever show up.
Who is accountable for not fulfilling the requirements of D43.00 D44.00 and D45.00 ??

So how does this Everyday Math data square with the districts mantra about concern with the achievement gap for students of color?

You know the achievement gap in math that has constantly expanded over the last decade.

To improve a system requires the intelligent application of relevant data.
--(W. Edwards Deming 1900-1993)

Health Warning: Do not hold your breath waiting for the SPS to implement Deming's wisdom.


Anonymous said...

Fm: The UW Hall of Progressive Education


RE: Whether Hell is Exothermic or Endothermic?

Based on yesterday's concerns, this is what we now know.

We have been observing the achievement gap has been expanding for the last decade.

We believe now that analytical geometry is ufo science. We read about it, but we've never seen it.

We believe Intermediate Algebra is the maximum limit of thinking. We cannot hope to educate kids any better.

Let's assume the following:
1. All math classes algebra and below are hell.

2. The number of students taking remedial math is increasing faster than the number of students taking upper level math classes is decreasing.

3. The number of students eligible for college is shrinking.

4. The number of classrooms in SPS is finite.

Assuming it is true, that it will be a cold day in Hell before Seattle adapts a world class curriculum.

Then the number of students taking remedial classes will eventually fill all classrooms.

We conclude Hell is expanding and exothermic, and it will never be a cold day in Seattle.

Regards, Ophelia

dan dempsey said...

Dear Ophelia,

Thanks for getting to the bottom of the global warming deal for us.

Nice Work!!!