That's the spirit wbw. IMO public education needs teachers with your kind of attitude.
Thanks Yanqui. That is a very nice compliment.
I think one of the ideas behind the Common Core (at least as it is playing out in my district) is that kids will have the same book, and that all classes are at more-or-less the same place, so that a student could move from one school to another, and get the same academic experience at any time. But this defies Common Sense.
At my school, we have an International Baccalaureate program, and have for years. That program pulls in hundreds of kids from out of the school attendance area. Because it is such a challenging program, most of those kids have done well before open enrolling into my school. This has the effect of helping my school to attract and retain good teachers, because the parent population demands it and because teachers want to teach students like this. This has an additional effect of attracting (mostly) good administrators. I have seen poor administrators run out of my school by teacher pressure. We have an administration that is very creative in problem solving, and actually supports creative methods in the classroom, even though many of us are more traditional in our methods than not.
Some in my district are critical of my school, saying that we "steal" their best kids from other schools.
Well, to that I respond that you can sit on your ass and wallow in mediocrity, or you can get up and get to work on giving kids the best possible education that you can, however you can. At my school, it is considered cool to be smart amongst the kids, so this also has a very broad and positive effect on the learning environment.
Dingus, you hit the ball out of the park on that last post. Parents and their appropriate involvement in their kid's education has BY FAR the biggest positive effect on their kid's education. BY FAR . . .
I believe the first study says that access to more math classes is the strongest correlative to success in advanced math. They also observe that students learn math at school, not at home. Parental expectations correlate, not parental tutoring.
The second study correlates student performance with the school'a SES and finds that "poor" schools indicate poor student performance. The first study also makes the observation that in poor schools the number of math classes available to the students is less than "rich" schools.
At least one of the ideas is to bring the curriculum to a standard for all schools. Presuming local, state and federal support for that standard which includes funding.
I believe both studies are optimistic regarding the remedy, which is adequate support for schools to offer more math classes.