The N.J. Coalition has had a long slog. In February the NJ DOE issued a draft of our new math curriculum for public comment. Here’s what New Jersey Institute of Technology’s Professor John Bechtold had to say about it:
I have just taken a brief look at the algebra standards, and I was literally stunned speechless by the everywhere presence of solecisms in the document. It is not anywhere near a *mathematical* document by any stretch of the imagination. In mathematics, we insist on precision, clarity, and logical reasoning, at the very least. I could find almost none of these qualities here. If I were to document the many transgressions against mathematics, I would need a volume.The ground war continues (and, apparently, some progress has been made: Coalition member Amy Flax was invited last Spring to join the DOE Math Task Force). Meanwhile, the brave souls at NJ Coalition continue to participate nationally and on October 21st submitted formal public comments. At the heart of their belief is that the nationally-based Common Core Standards draft for math fails to specify “the optional, higher-level mathematical content necessary for college-readiness in STEM disciplines.” In addition,
It has now come to our attention that enrollment prerequisites for BA programs in non-STEM fields of many, perhaps most, state universities also require mastery of numerous Algebra II and Geometry topics that are not included in the current draft. This omission of significant portions of essential Algebra II and Geometry content renders the Common Core Standards inadequate for students who will enter undergraduate programs in STEM or even non-STEM disciplines in much of the country.New Jersey has put many resources into high school reform and the issues are complex. For example, the original redesign of the state math curriculum included Algebra II, but after a flurry of protests from groups as diverse as Education Law Center, representatives of vo-tech schools, and Assemblyman Joseph Cryan, it axed the course, as well as lab chemistry. It’s a hard nut to crack. On the one hand, is it reasonable for the state to mandate advanced courses for some of our poor urban schools that only manage to graduate half their kids under less rigorous requirements? On the other hand, don’t we cheat our kids by not preparing them for college-level coursework? And, finally/always (we don’t have a third hand), can a highly-segregated state school system defined by widely disparate economic and social realities insist on a single route to graduation? And, if not, how do we claim to have an equitable and adequate educational system?
The NJ Coalition, of course, is right. Our children should have adequate math preparation, whether or not they plan to pursue STEM disciplines after high school graduation. Now how do we get there?