Tuesday, November 15, 2011
“Math Wars” – Parents and students turn out for spirited discussion of CPM and IAG math programs
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Co-sponsored by The Shippensburg University Teacher Education Department and Education Matters in the Cumberland Valley.
Join us on Thursday, December 1st in Memorial Auditorium on the campus of Shippensburg University from 7:00-9:00 for an evening with several key state legislators from Franklin and Cumberland Counties. All public education stakeholders are invited to this special event. All state legislators in Franklin and Cumberland counties have been invited to attend and discuss their positions on public education and take questions from audience members.
"Math Wars" – Parents and students turn out for spirited discussion of CPM and IAG math programs
By Lois Puglionesi, CORRESPONDENT
HAVERFORD TWP. — Although math may not seem like a controversial topic, Haverford High School's current math curriculum sparked heated debate at a school board meeting last week.
Editor's note: William J. Mathis is the managing director of the National Education Policy Center and a former Vermont school superintendent. He serves on the State Board of Education. The views expressed are his own.
Three vital reports on Vermont's children and schools have been released this year. The nation's uniform test, the National Assessment of Educational Progress, show our eighth grade scores tied for first place in the nation in reading and tied for second in math. For fourth grade exams, we are tied for fourth place in math and tied for sixth in reading. Cross-walked into international scores, Vermont would score among the top ten nations of the world. These results stand in sharp contrast to the federal No Child Left Behind system whose faulty design eventually classifies all schools as failures.
Shanker Blog Posted by Matthew Di Carlo on November 14, 2011
In our fruitless, deadlocked debate over whether charter schools "work," charter opponents frequently cite the so-called CREDO study (discussed here), a 2009 analysis of charter school performance in 16 states. The results indicated that overall charter effects on student achievement were negative and statistically significant in both math and reading, but both effects sizes were tiny. Given the scope of the study, it's perhaps more appropriate to say that it found wide variation in charter performance within and between states – some charters did better, others did worse and most were no different. On the whole, the size of the aggregate effects, both positive and negative, tended to be rather small.
Use Education Voters PA website to contact your PA State Representatives today asking them to oppose taxpayer funded vouchers:
For more info/background - PSBA's Tuition Voucher Issue Page