Meaningful High School Diploma -- says who?

Dear Kathe Taylor and Washington SBE members,

It once again looks like the SBE has little interest in getting first hand information from either math teachers or alternative high school teachers. I find it disturbing that none of the SBE members have the relevant academic background in mathematics, engineering, or computer science to be in a position to make informed decisions in regard to mathematics. It is equally disturbing that the SBE continues to align itself with Standards Based Math which has yet to produce anything even remotely resembling positive results in a typical classroom situation. If enough dollars are pumped into smaller Class sizes, increased planning time for teachers etc. and the evaluation instruments are selected with a reform bias then occasionally positive results maybe noted because of the expensive interventions.

Relevant Data on Achievement gap growth reveals that The reform Math Agenda has been an absolute disaster for low income, Black, and Hispanic students in Seattle, Tacoma, and Bellevue as well as most other places.

The selections of Marci Groesbeck, Diana Tuck, and Scott Poirier to the MHSD advisory group in an attempt to be relevant with what is going on at the school level from the teachers vantage point certainly tells the SBE nothing about the current mathematics situation. Does the SBE actually wish to be this aloof from Washington K-12 mathematics?

The following three individuals are not informed as to the mathematics situation and yet the SBE feels comfortable proposing Algebra II for all as a graduation requirement.

Marci Groesbeck = Social studies teacher from West Valley in Spokane.

Diana Tuck = Retired former counselor.

From 2005 Summer Institute comes the following:

Personalizing High Schools – Scott Poirier, Rick Jennings, OSPI,
Bob McMullen, AWSP
The most recent research about high schools is suggesting we personalize practice and engage students in a standards-based approach.

There is NO research in Mathematics that indicates that what was suggested above by Mr. Poirier et al. produces improvement in mathematics skills, knowledge, understanding or general competence.

I believe the opposite can be shown to be true. Our nation's and our state's k-12 math education is in a downward spiral precisely because of ideas like those above. Standards Based Math reform has made the USA the laughing stock of International math comparisons.

I've included my rough drafts sent to Porsche Everson in regard to IMR criteria draft #2.

Sincerely,

Danaher M. Dempsey, Jr.
Alternative High School Teacher
NCLB Highly Qualified in Math, Chem, and Science
BA Mathematics, M.Ed.