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In the early 1990's, California bought into the fuzzy math reform in a big way. Mathematics content began to disappear from textbooks and was replaced by the hallmarks of the reform - color pictures, blocks, group work, activities, projects, calculators, and disdain for hard work and correct answers. Exposition in textbooks or by classroom teachers began to evaporate. The state, once known for good schools, now competes for the lowest test scores in the nation.
The fuzzy math reform in California was greatly promoted by the 1992 California Mathematics Framework. This document was based largely on the NCTM Standards of 1989. The state framework focuses on the pedagogy and philosophy of the so-called reform movement, and lacks rigorous mathematics objectives.
The 1992 Framework in turn impacted on the state adoption of textbooks in 1994. The weak programs that were approved then became much more common in schools. Some of the worst programs available became among the most popular in the state.
California faced an enormous struggle if it was to recover from declining mathematics achievement. Rigorous mathematics had all but disappeared from the state. The fuzzy-math forces were strong and entrenched. However, public pressure, the legislature, and the state board of education reacted in concert to oppose the so-called reform and the declines in achievement. The battle that resulted made California the front line in what has come to be known as the Math Wars.
Perhaps the most significant development in California was the establishment of rigorous standards for K-12 Mathematics. Unlike what the NCTM calls standards, the California standards provide explicit expectations for learning in grade-by-grade detail.
The California Standards are not only significant to parents in California. These highly rated standards can be used by parents in other states to help them evaluate their own state or district standards or even the curriculum in their local schools. The California Standards were designed to reflect high-level achievement, equivalent to that of the most successful countries.
The California Mathematics Standards
About the California Standards
Reports about the California Standards and their history
Some documents from the struggle
The Luther Williams Saga
When the standards-setting process in California was underway and not moving in the direction of supporting fuzzy-math, the proponents of that so-called reform tried to stop the progress in many ways. In perhaps one of the most dramatic attempts, then head of the educational division of the National Science Foundation, Luther Williams, sent a letter to the California State Board of Education. Here are some documents that followed:
The Mathematics Framework is the guiding curriculum document in the State of California. It defines the structure of the curriculum and stipulates the criteria used by the state for K-8 textbook adoptions. The 1992 Framework headed the state down the fuzzy-math road. The problem was so severe that work on the new framework began ahead of schedule. Replacing the 1992 version was a tremendous struggle that took years. Hearings began in December of 1995 and the final version was unanimously approved by the State Board of Education on December 10, 1998. The efforts were successful in producing a document that can guide the state on the road to recovery.
Following the new mathematics standards, California was still in a crisis state since textbooks had been selected on the basis of the 1992 Framework. Special funding was provided on an emergency basis to buy new materials and a special adoption was conducted June 10, 1999 to select materials most closely aligned with the standards.
Subsequently, a regular adoption was held under the guidelines of the new Standards and Framework. This opens up regular state instructional materials funds for buying textbooks aligned to the standards.
Before the Standards and Framework were adopted, California was in trouble. The State Board of Education faced difficulty in advocating solutions while earlier positions were still in force. In an early attempt to deal with the statewide difficulties, a Program Advisory was released.
The developments in California required legislative action as well. For example, the legislature mandated that standards be developed and that the Framework be aligned to the standards. Here is one piece of legislation and how it fit into the situation at that time:
At one point in the California struggle, E. D. Hirsch, Jr., was invited to address the State Board of Education. His talk addresses the use of research in guiding educational designs. Here is the text of his presentation:
California stumbled in a prior attempt to produce statewide tests. As a result, the state went for many years without this important feature of accountability. To remedy this situation, California has adopted a new assessment program called STAR. The first step was to adopt an existing, nationally normed achievement test that was available off-the-shelf. The Stanford 9 (SAT9) was selected for this purpose. The test was first given in the spring of 1998. The second step was to augment this test with items written specifically to address the new standards. The augmented version of the test was first given in 1999. As might be expected, the mean augmented mathematics scores for most schools were very low. Despite the unpleasant implication, the 1999 data provide an important baseline so that California can track progress toward the standards.
STAR Information
Testing Background
High School Exit Exam
California is also working toward a high-school exit examination (HSEE). Students will be required to pass this examination in order to graduate from high school. Despite the adoption of high-level standards, it is obvious that the majority of students will not be able to achieve them for several years. Consequently, the content of the mathematics portion of the HSEE has been the subject of considerable debate. Although there were efforts to include minimal aspects of algebra, there were negative reactions to this idea across the state. Now it appears that students will be expected to pass algebra questions when the examinations take effect. More advanced questions may be added later.
California State University Entry Level Mathematics Placement
Students entering the California State University (CSU) system are placed in mathematics courses by various means such as their SAT scores. However, many are required to take an examination to aid in placement. The number of students failing this examination has been increasing year after year. The examination was recently revised. The material below will clarify the nature of this examination.
Other Testing Data
Los Angeles
Recent information about LAUSD:
Details the struggle over mathematics standards in Los Angeles follow. The district (LAUSD) had adopted their own standards and not followed the lead provided by the state. To see how significant this issue was, it is necessary to compare the two documents.
Related information provides some of the history of the struggle in LAUSD.
Finally, LAUSD adopted the California Standards on June 8, 1999. LAUSD is now trying to design their district mathematics curriculum guidelines so that they will be in accord with those of the state, and to select textbooks that will fit with this design.
Other information about LAUSD:
San Diego
Some of the history of the Math Wars in California took place in San Diego when parents discovered that their students were being given a program called CPM instead of algebra.
Unfortunately, Mathematically Correct soon discovered that the problem was much more extensive. The earlier grades were slated for watered-down mathematics as well.
With the rising interest in standards of learning, the district began working on mathematics standards. At first these efforts were unsuccessful. This prompted Mathematically Correct to draft standards and submit them to the district.
The difficult path to the adoption of mathematics standards in San Diego is summarized in this historical document:
After the first failed attempt, the district established a committee with broad representation to develop standards of learning. Finally, on Feb 10, 1998, the district adopted rigorous mathematics standards. As with the state standards, parents in other states and districts can consult the San Diego standards to make comparisons.
Meanwhile, some improvements were noted in special programs and curriculum selections in the district.
During the struggles in San Diego, a significant radio debate took place in San Diego. Mike McKeown of Mathematically Correct, Jack Price - then president of NCTM, and the late John Saxon of Saxon Publishers participated. A transcription follows:
Palo Alto
The reaction to the introduction of fuzzy math in Palo Alto is well documented by a group called Honest Open Logical Debate on math reform, or HOLD.
HOLD sprang up as a result of parents concern over issues that mirror those in San Diego and other districts. Briefly, the CPM version of fuzzy math was introduced in the schools there. Many parents found this approach inadequate. A group of concerned parents formed and local debate became heated. The HOLD group has sent a wake-up call to their district administrators.
HOLD provides some important evidence. In particular, their news release about math test scores shows that overall scores dropped from 91st percentile to 81st percentile. Computation scores dropped from 86th percentile to 58th percentile.
This is a huge decline. The CPM organization said it was because the kids were tired.
Another important document at HOLD is:
This letter to the editor of the Palo Alto Weekly by Bill Evers of May 17, 1995, reviews the results of a poll taken by their school district. Evers notes that 63% of families of middle school students rely on outside math tutoring. HOLD calculated that $1 million a year was being spent on professional math tutoring in their district. These efforts, along with supplementation by teachers, helped bring test scores part way back.
For more information, see:
Other Districts
Similar hot spots in the Math Wars have developed up and down the state. Here are a few selections to illustrate the conflict:
Here are some assorted materials from California that shouldn't be overlooked.