The California Department of Education is
considering a new framework for teaching mathematics in the formerly Golden
State’s school systems. The proposed framework, developed by the Instructional
Quality Commission, would discourage or prevent naturally talented students
from being placed in advanced math classes. Why, you ask? To combat "inequity” of course.
The education department purports to believe that
the way math is currently taught leads to unjust outcomes and explains
why minorities and women are underrepresented in science, technology,
engineering, and mathematical (STEM) fields. It claims that the primary reason
all California students do not excel in math is a "history of exclusion
and filtering" that discourages girls and "black and brown"
students from pursuing advanced mathematical studies.
The framework states, "There persists a
mentality that some people are 'bad in math' (or otherwise do not belong), and
this mentality pervades many sources and at many levels.” It avers, "The
inequity of mathematics tracking in California can be undone through a
coordinated approach in grades 6-12. Unfortunately, many students, parents, and
teachers encourage acceleration beginning in grade eight (or sooner) because of
mistaken beliefs that Calculus is an important high school goal." The
framework flatly rejects a “color-blind” approach to mathematics, adding, "The
belief that 'I treat everyone the same' is insufficient: Active efforts in
mathematics teaching are required in order to counter the cultural forces that
have led to and continue to perpetuate current inequities."
The proposed instructional guidelines urge teachers
to focus on countering "racialized or gendered ideas about mathematics
achievement.” The Instructional Quality Commission (IQC) says that, "The
fixed mindset about mathematics ability reflected in these beliefs helps to
explain the exclusionary role that mathematics plays in students'
opportunities, and leads to widespread inequities in the discipline of mathematics.”
Ergo, the commission recommends keeping gifted mathematics students in the same
classrooms as students who struggle with advanced math. Yes, that should work
out well for everyone.
The authors of the proposed new framework
"reject ideas of natural gifts and talents" in the belief that these very ideas themselves create inequities.
No doubt that’s true. We need to expand this kind of
thinking to other aspects of life and other endeavors. The NBA, for instance.
The ideas of “natural gifts and talents” themselves create any inequity on the
basketball court. The way the game is currently taught surely leads to
unjust outcomes and explains why white people and women are so underrepresented
in the league. It is systemic racism and sexism alone that accounts for this
vast discrepancy and deprives so many white people and women from receiving the
nearly $7 million average annual salary that NBA players make.
There is no reason to separate naturally gifted
players from poor ones. I say keep them in the same league, on the same teams
and on the court at the same time. Besides, "There persists a mentality
that some people are 'bad at basketball' (or otherwise do not belong), and this
mentality pervades many sources and at many levels.” And we all can agree that
“Active efforts in teaching basketball are required in order to counter the
cultural forces that have led to and continue to perpetuate current
inequities."
Pretending there are no possible
differences in traits, skill sets or inclinations, whether among individuals or
groups, is an exercise in futility. Marginalizing excellence—or even
competence— always leads to societal disaster.
(The IQC will meet on May 19th and 20th
to produce a second draft of the proposal for review and revision.)
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