Official data last year showed that California students continue to fare poorly in math proficiency, with only 33 percent of students meeting the state’s assessment standards – a dramatic drop of 7 percent since the beginning of the pandemic. Californians fared better than students in some other states, but the numbers are chilling, especially among low-income students. The post-pandemic drop was so severe that it erased previous score gains.
As usual, California education officials are taking the wrong approach to address the problem. Last month, the California Board of Education unanimously approved a new voluminous California Mathematics Framework that provides direction to local school districts. Instead of increasing academic rigor, the framework focuses on making math more relevant rather than the nuts and bolts. It encourages delaying the teaching of algebra by a year.
“The revision affirms the commitment that all students can succeed at high levels by making math engaging and relevant and teaching through ‘big ideas’ making connections to other math standards and concepts,” EdSource reported. “Critics worry a de-emphasis on direct instruction and math fluency, like times tables, will hinder students’ ability to progress to algebra.” Supporters claim the new approach will promote “equity” and “engagement.”
California educators are putting politically correct sensibilities above the fundamentals of math education – something that can be disastrous for the next generation of science and math students. California has such a large population that such decisions here affect textbook publishers across the country. Myriad critics have noted the new standards – even after public input and revision – will make it harder for the state’s budding mathematicians to compete with international students.
California public schools are indeed doing a poor job with math education, but the state should focus on improving its public-school systems (and provide more competitive opportunities such as math-oriented charter schools) rather than dumb down the education curriculum for everyone and hold back students who show math potential. A quality education system can meet the needs of both sets of students. Sadly, the board seems to think that eroding standards is a “big idea.”
—The Editorial Board, Southern California News Group
