|
|
|
 |
|
SECTION V
|
|
|
|
|
|
Current Page
- Generating Mathematical and Scientific Power in Maine
- Statement of Equity in Mathematics and Science
- Looking Ahead
- School, State, and District Policies
- Partnerships and Community Outreach to Parents, Caregivers, and Business
- Curriculum, Instructional Materials, Frameworks
Following Pages
Equity - fair and just treatment of all students, staff and community members - must be the cornerstone of a mathematics and science curriculum framework. Achieving equity means that stereotyping is eliminated, bias is eradicated, individual differences are valued, high expectations are held for all, instruction occurs in inclusive environments, diversity is recognized and appreciated, and discrimination does not exist. Experts have written that "equity for all students requires a full range of opportunities that can stimulate each person to tap fully his or her interests and capabilities. . . . Equity for all requires challenge for all" (Mathematical Sciences Education Board, Board of Mathematical Sciences, Committee on the Mathematical Sciences in the Year 2000 & National Research Council, 1989, p. 29).
"Equitable practices honor each student's unique qualities and expectations" (NCTM, 1995, p. 15). Framework developers believe that all students should be provided with equitable opportunities to learn and practice meaningful mathematics and science.Untracking
Generating mathematical and scientific power helps all students to develop the full range of their abilities. Moving away from tracking is important to the development of mathematic and scientific power. Research has shown that tracking may lead to lower achievement and lower aspirations in mathematics and science for many students (California Department of Education, 1992; Oakes, 1985). Untracking instruction means that most of the time instruction should occur in heterogeneous classes where teachers group and regroup students for purposes of instruction.
There is every indication that the achievement of equity need not require averaging the quality of education students receive so that top students receive less and low tracks receive more to create a large, homogeneous middle. There is every reason to believe that there are essential, intrinsic qualities in the values and processes that promote equity, and that these qualities (fairness, the common welfare, cooperation, among others) will result in the highest levels of achievement. (Oakes, 1985, p. 211)
This section is an elaboration of the Statement of Equity in Mathematics and Science, which has been adopted by the Maine Mathematics and Science Alliance. For each of the Equity Standards of the Statement, there are references to recent educational research. These are followed by several Strategies and are often highlighted by suggested activities. As schools begin to use this framework, teachers are encouraged to develop their own strategies and activities. At the end of each section, MEASURING UP suggests questions for educators to ask themselves when determining to what extent they are meeting the specific equity standards. Finally, there is an annotated bibliography with selected references relating to equity, including resources about background material as well as relevant strategies.
(Adapted from Policy statement and equity in mathematics, science, and technology education. The Equity Action Group of the National Science Foundation Statewide Systemic Initiative.)
The Maine Mathematics and Science Alliance believes that all students can and must learn mathematics and science. The Maine Mathematics and Science Alliance is committed to effecting change in student performance by changing school curriculum, classroom instruction, school climate, teacher education, and parent involvement in order to ensure that all students are provided with equitable opportunities to learn mathematics and science.
The final outcome of effective and equitable mathematics and science instruction must be high achievement of all students, enabling them to be active, critical participants in a rapidly changing society. This vision includes:1) high expectations for all students;
2) equitable access to rich mathematics and science content;
3) high quality classroom instruction;
4) sensitivity to equity issues by teachers and school administrators;
5) knowledgeable educators who use inclusive practices; and
6) policies that support and facilitate equity.
In order to support the principle that equity permeate all components of the systemic initiative, equity standards are established for each component of the Maine Mathematics and Science Initiative.School, State, and District Policies
- School districts have policies that address issues of equity.
- Policies ensure that teachers and administrators respect diversity.· Resources are targeted to addressing equity issues.
- All projects and grants have criteria that address issues of equity.
Partnerships and Community Outreach to Parents, Caregivers, and Business
- Community outreach activities provide opportunities to discuss values related to equity.
- Representatives of the community are included in the dialogue.
- Community outreach activities strive to empower parents and caregivers to be engaged in their children's education.
- Parents and caregivers are active supporters of activities that address issues of equity.
- Community partnerships include leadership from all facets of the community.
- Alliances among people of different backgrounds are fostered.
- Collaboratives and coalitions are sought with diverse business and industry partners.
Curriculum, Instructional Materials, and Frameworks
- Curriculum materials are selected to ensure that they are free of bias, represent all groups and encourage participation.
- Equity is addressed as an integral component of the curriculum framework.
- Teaching strategies support learning for all students.· Most of the time, instruction occurs in heterogeneous classes.
- All students have access to high quality instructional resources (including books, science and mathematics materials and manipulatives, calculators and computers).
Professional Development
- All teachers, including those who are members of underrepresented groups, participate in professional development programs.
- All teachers are prepared and supported learning for all students.· Leadership development programs include participants from all segments of the professional staff.
- Professional development activities address equity and diversity in all classrooms.
Assessment
- Methods of student assessment are sensitive to diverse student populations.
- Student assessments are aligned with teaching strategies and are sensitive to diverse student populations.
- When assessing students' work, educators use more than one type of assessment tool.
- Student assessments and tests are based on the new mathematics and science standards.
- Assessment instruments are free of bias.
- Baseline data for student achievement are collected.
Administration
- Administrators actively promote activities that address issues of equity.
- Administrators are responsible for implementing school, state, and district equity policies.Technology
- All students and teachers have daily access to the use of up-to-date technology and equipment.
- All students and teachers have equitable opportunities to learn about and use up-to-date technology and equipment.
School Structure, School Climate, and Classroom Practice
- Teachers use teaching strategies appropriate for students in diverse classrooms and are sensitive to the differences and perspectives of diverse populations.
- Teachers provide opportunity for students to
- understand and value diversity.
- Teachers and students have personal interactions that reflect mutual respect.
- All school activities are geared toward greater inclusiveness.
If systemic change with regard to equity is to occur, policies must be developed that aggressively attack the subtle as well as the obvious prejudiced practices of the past, both within the school system and the community at large. The policies set at all levels must be actively pursued and supported.
Equal opportunity must be viewed more hour-by-hour, rather than solely by policy decree, and it must begin very early, for the effects of unequal treatment and gender role stereotypes are already evident when children enter elementary school. Only active interventions will get students to reconsider their views of themselves, of mathematics and science, and of the options that they should consider open to them in adulthood. (Eccles, 1989, p. 56)
Shared state and local authority can be a hindrance to change. Efforts must be made to coordinate policies so that positive change can occur in a reasonable length of time. Too often, state directives are set aside without local implementation.From our perspective, the important policy question is not whether opportunity to learn standards should exist, but what combination of policies is most likely to break the lock of structural, political, and educational factors that have limited the effectiveness of past attempts to assure equal access to learning. (Elmore & Fuhrman, 1993, p. 33)
==========================================
Equity Standards School districts have policies that address issues of equity.
Policies ensure that teachers and administrators respect diversity.
______________________________________________
Strategies:
- Ensure that all teacher training programs within the state address equity issues in science and mathematics.
- Make certain that the state assumes a leadership role in developing and promoting policies of equity in the schools.
- Ensure that each school district enacts an equity policy relevant to students as well as staff and that the parents and community participate in the development of this policy.
____________________________________________
Fair and equal treatment of teachers means
equitable . . .
- sharing of responsibilities
- opportunities to attend conferences and workshops
- teaching assignments
- teaching load
- access to equipment and laboratories
- planning time
- opportunity to select instructional and classroom materials
____________________________________________
- Have in place a written policy accommodating language minority (limited English proficient) students.
- Ensure that all school staff have the opportunity to influence formal and informal decision-making processes at all levels.
- Guarantee that all policies related to mathematics and science address the issue of equity with day-to-day applications.
==========================================
Equity Standard Resources are targeted to addressing equity issues.
________________________________________________
Strategies:
- Offer to all educators inservice training about how students from diverse groups learn.
- Ensure that parents and other community members are aware of equity issues and policies.
- Develop activities that can be done at home to encourage participation in science and mathematics activities.
_____________________________________
Activities for Encouraging Mathematics and Science at Home
- FAMILY MATH
- FAMILY SCIENCE
- Materials, equipment, and activities shared back and forth between home and schools, such as:
- Model construction
- Experiments
- Book lists
- Science quiz bowls
- Plant and animal identification games
- Mathematics games
==========================================
Equity Standard All projects and grants have criteria that address issues of equity.
________________________________________________________
Strategies:
- Address heterogeneous grouping and untracking in grant applications.
- Require that equity issues be part of the evaluation criteria for grants.
MEASURING UP
Equity Considerations for School, State, and District Policies
- Has a grievance procedure been developed and publicized by the school for resolution of discrimination complaints by students and staff?
- Is sensitivity to differences (including human relations skills) included among the criteria used to evaluate staff performance?
- Do policies specifically encourage students in underserved groups to enroll in mathematics and science?
- Has the school district ensured that staff who are knowledgeable about equity issues serve on all school committees?
- Does the school have a procedure for dealing with parents who oppose their child's participation in mathematics and science activities and to alleviate any fears or concerns they may have?
- Has inservice training for staff about strategies and procedures for overcoming bias and discrimination been offered?
- Do policies include programs that encourage students and parents to value and promote self-esteem?
Schools must do all they can to ensure that the community is part of their planning. They must not "squeeze out the voices of constituencies in the community that may not win representation on school councils or boards, such as women and minorities" (American Association of University Women, 1993, p. 7). Not only is the community an integral part of any school but also schools must "enable children to become productive and dependable citizens in a just society" (Pine & Hilliard, 1990, p. 599). Alliances and partnerships within and between all parts of the community must be encouraged, and it is up to the schools to take the initiative. "To become moral communities that are supportive and caring, schools need to model empathy, altruism, trust, cooperation, fairness, justice, compassion, democracy, and celebration of diversity" (Pine & Hilliard, 1990, p. 599).==========================================
Equity Standards Community outreach activities provide opportunities to discuss values related to equity.
Representatives of the community are included in the dialogue.
Community outreach activities strive to empower parents and caregivers to be engaged in their children's education.
Parents and caregivers are active supporters of activities that address issues of equity.
________________________________________________________
All caregivers, including parents and families, play a major role in helping their children learn. They provide primary care for children by empowering them with knowledge, skills, and a positive self-image. Caregivers and parents should feel as though they are equal participants with the schools in a collaborative effort to educate their children (Civil, 1994).
Strategies for bringing the community into the schools:
- Encourage parents, caregivers, and other members of the community to attend workshops about equity in the evening, on the weekend, or during a vacation period.
Such programs should be conducted at a variety of times and places in order to accommodate a variety of schedules. Child care at the school could also be offered to families who are attending the programs. There should be ample notification of all such events. At all gatherings, input from parents, caregivers, and other members of the community is essential, expected, and sought. Programs may include a panel discussion with members from the business community, local colleges, the social service sector, or a variety of other occupations. Programs such as FAMILY MATH or FAMILY SCIENCE may be helpful in encouraging families to enjoy mathematics and science together.
- Maintain contact with the parents, caregivers, and other members of the community who attended workshops.
It is important to keep participants involved through a follow-up "reunion" program, informational mailings, or a series of telephone calls. There may be sufficient interest expressed for the school to hold additional workshops or panel discussions.
- Be available for telephone conferences and quick questions from parents and caregivers not only during the school day but also in the evenings or on weekends.
Designated community experts or parent representatives could volunteer to answer questions at times when the school is closed.
- Include community members on curriculum committees and grant-writing committees.
- Form a task force composed of community members, school staff, and students that focuses on issues of equity within the schools.
The group could have periodic meetings, discussions, and assigned readings to keep members informed. It could also decide to concentrate on an area within the school or community that needs particular emphasis.
- Invite parents and other community members to come to the schools to assist with class assignments, to offer translation or language interpretation, or to act as mentors to teachers and students.
- Offer adult education programs and recreational opportunities for the community at large.
- Invite a speaker to co-teach a class.
Speakers from a variety of backgrounds could be asked to present to large groups of students, to demonstrate in one or two classes, or to talk informally with a small group of students. Topics such as career awareness should be presented to all age levels within the school.
Strategies for bringing the schools into the community:
- Take field trips to a variety of sites within the community and the state.
- Plan out-of-school projects that involve both community and school members.
- Ask community members to act as mentors for specific students within the business environment.
By offering individual attention to students through job-shadowing or meetings in the workplace, community members may provide many opportunities outside of the school setting to discuss issues of equity.
- Publicize information about equity in the local news media.
- Newsletters or reprints of articles should be sent home throughout the year. Details about successful equity workshops or conscientious community volunteers could be printed in a local newspaper, posters around town, and computer bulletin boards and broadcast by a local cable TV channel.
________________________________________________
SnapshotForrest is a small town of about 8,000 located near a river that provides natural beauty and recreation for its residents. In September the K-12 mathematics and science teachers meet with student representatives, parents and community members to brainstorm ideas for year-long interdisciplinary projects. The community representatives include the owner of a computer business, the town librarian, a local artist, a local contractor, a health professional, the manager of the local recreation area, and a member of the local senior citizen club. The committee wants to identify topics that will enhance the connections between mathematics and science, teachers and students, the school and the community, and the community and the world. Some of the ideas generated at the meeting include:
- a study of pollution in Forrest and other cities in the world that are also named Forrest (Forrest, Australia, and Forrest, Illinois);
- the migration of the deer tick;
- chaos theory and its relation to plants and animals that live in Forrest;
- planning and creating a children's recreation area.
==========================================
Equity Standards Community partnerships include leadership from all facets of the community.
Alliances among people of different backgrounds are fostered.
Collaboratives and coalitions are sought with diverse business and industry partners.
________________________________________________________
There are many benefits if community outreach activities include leaders and members who represent the rich diversity of the community. "Synergy despite diversity" (Vaughan, 1993, p. 9) is how one successful school and industry collaborative is described; other advantages include the opportunity for flexibility and the excitement of the proximity of other growing businesses. Many corporations "see heterogeneity as promoting creativity and innovation, which together with organizational coherence and unity raise the quality of decision making and productivity" (Hanson, 1992, p. 4).
Strategies:
- Extensively publicize the need for participation and cooperation among the diverse elements of the community.
It is important that people of different backgrounds be included at all stages of community partnerships, especially the beginning step.
- Share the personal, economic, and community advantages of community partnerships.
Spread the good news about the benefits of community camaraderie, enhanced publicity, and available professional advice. Information about successful school and industry collaboratives can be shared with all community members.
- Encourage members of the community to make others aware of the importance of including all groups in all aspects of daily life.
MEASURING UP
Equity Considerations for Partnerships and Community Outreach
to Parents, Caregivers, and Business
Are there many opportunities for the community to be included in school activities?
Have community members been invited to host field trips or act as mentors?
Are extensive efforts made throughout the year to work with and involve parents and caregivers?
Are business coalitions encouraged between people from a variety of backgrounds?
Is there a program to welcome parents and others into the schools?
Too many students view science and mathematics as foreign to their everyday world, seeing little practical use for the subjects and considering an interest in them to be strange. All curricula must show the relevancy of these subjects to today's students and today's world. Classroom activities such as "Mathematics Used in Jobs" show students the percentage of workers from 100 different occupations that use mathematics skills (Fraser, 1982). Books like SPACES: Solving Problems of Access to Careers in Engineering and Science (Fraser, 1982) and Math for Girls and Other Problem Solvers (Downie, Slesnick, & Stenmark, 1981) also include numerous activities to improve spatial and problem-solving abilities. Because mathematics and science (especially physical science) are often seen as white male domains, supplementary materials should be used that use role models from diverse populations. Examples include Mary Ellen Verheyden-Hilliard's American Women in Science (1985), a series for the primary grades, and Phyllis Stearner's Able Scientists-Disabled Persons (1984) for high school students.
Any curriculum revisions must take into consideration the different learning styles of students as well as the obvious elimination of stereotyping and biasing.==========================================
Equity Standard Curriculum materials are selected to ensure that they are free of bias, represent all groups and encourage participation.
________________________________________________________
Strategies:
- Designate in each school system a committee that includes community members to screen all textbook, library, media and software purchases to ensure that all groups are represented, that bias and stereotyping are eliminated and that there is no discrimination.
- Include in the curriculum contributions and discoveries made by scientists and mathematicians from diverse groups.
____________________________________________
Did you know...
that one of the most famous physicists in the world is unable to speak, dress himself independently, or walk? Did you know that this scientist is Stephen Hawking?
Nine Women Nobel Prize Winners*
1903 Physics Marie Sklodowksa Curie
1911 Chemistry
1935 Chemistry Irene Joliot-Curie
1947 Chemistry Gerty Radnitz Cori
1963 Physics Maria Goeppert Mayer
1964 Chemistry Dorothy Crowfoot Hodgkin
1977 Medical Physics Rosalyn Sussman Yalow
1983 Medicine or Physiology Barbara McClintock
1986 Medicine or Physiology Rita Levi-Montalcini
1988 Biochemistry Gertrude B. Elion
_____________________________
*Adapted from Michalowicz (1992).==========================================
Equity Standards Equity is addressed as an integral component of the curriculum framework.
Teaching strategies support learning for all students.
________________________________________________________
Strategies:
- Ensure that all school staff promote equity by example.
- Make certain that all staff encourage all students to interact respectfully with each other in and outside the classroom.
- Take advantage of a variety of research-based teaching methods in each lesson to reach students who learn in different ways.
- Use lessons conducive to teaching techniques such as cooperative and collaborative learning to provide multiple viewpoints.
- Integrate mathematics and science to increase the relevancy of all disciplines.
- Encourage students and teachers to learn from one another.
________________________________________________________
SnapshotThe student's perspective:
His thick black hair covers his face as 14-year-old Quan puts his head on the table in front of him. The rest of the class appears to be listening intently to the explanation of a parabola, but Quan is lost in thought.
"Why is everything so difficult for me here?" he wonders. "Mr. Merrill says that I don't speak in class, but in my old country it would have been considered rude to offer an answer before I was called on. It also would have been impolite if I looked my teacher in the eye, so Mr. Merrill must think I am very shy. Everyone seems to be in such a hurry here. I studied all about the focus and directrix of a parabola at my old school, but my English isn't good enough yet to be able to answer out loud quickly. I'm doing all right on the written work, though, and I'm great at drawing graphs and making charts! But I always seem to be the last one finished. I like it when he has us work together in groups. . . ."
The teacher's perspective:Mr. Merrill is puzzled about Quan. Once again the newly-immigrated 14-year-old has put his head on the table while the rest of the class is listening to the algebra lesson. Today it is about parabolas, and Mr. Merrill can not tell if Quan understands anything at all.
Mr. Merrill knows that there are many cultural differences that could make it appear that Quan is shy when he really isn't or that Quan does not know the answer when he really does. Maybe, Mr. Merrill reflects, he should call on the students more often, rather than expecting them to volunteer. Maybe he should wait longer when he asks a question to give Quan and others an opportunity to answer. Maybe he should make sure that Quan has a chance to present to the whole class after small group work.
Turning back to the board, Mr. Merrill continues with an explanation of the focus. Quan has raised his head and is looking at the diagram. Maybe he would like to make a drawing for the rest of the class?
==========================================
Equity Standards Most of the time, instruction occurs in heterogeneous classes.
All students have access to high quality instructional resources (including books, science and mathematics materials and manipulatives, calculators and computers).
________________________________________________________
Strategies:
- Use books, materials and equipment that are appropriate for the group and not discards from more rigorous courses or higher grade levels.
- Ensure that mathematics and science classes are activity based.
- Include a provision in any plan for equity to allow all students to be challenged academically.
- Recognize that equitable access means more than equal time. It means access, opportunity, participation and fairness.
MEASURING UP
Equity Considerations for Curriculum, Instructional Materials, and
FrameworksAre curriculum materials selected to be appealing and appropriate to all students?
Is learning time reasonably distributed among whole-class instruction, small group work and individual study rather than dominated by whole-class instruction?
Do all students receive activity-based instruction in mathematics and science?
Is the curriculum relevant to all students?
Have efforts been made to eliminate tracking?