Here is my post that was edited. At the request of the moderator, I have removed the objectionable material.
---------- Forwarded message ---------- Date: Mon, 16 Jun 1997 16:58:49 -0700 (PDT) From: dan hart <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: Re: AP-CALC: Garfield and Escalante
Wayne is too modest to say it himself, but he was the only prof he mentionned from the podium when CSULA gave Escalante an honorary degree. I guess Wayne did some work with him when Escalante came back to college to brush up or something.
Garfield is very similar to my school. Similar size (about 4500) 99% minority, 95% Hispanic at least. Low SES, high gangs, high dropout, very low motivation from far too many kids.
Escalante entered a vacuum and he made the most of it. He was lucky to have a principal who let him do what he wanted to do and who believed in him, Henry Gradillas. Gradillas went on a sabbatical to get his Phd and Escalante had to deal with someone else who represents the more prevalent view in LAUSD. "Don't require too much from these kids. They're victims and their self esteem damages easily." Of course, that's how we end up with a 40% dropout rate.
What Escalante understood about the AP, had nothing to do with calculus. He understood the exam was the key to preparing kids from the barrio to be competent at the college level. If they could pass the AP, there was virtually nothing to hold them back from doing what they pleased in college. Teaching where I do, my main priority is producing COMPETENCE, kids who know how to study, know the skills and concepts necessary to succeed anywhere and not feel "less than".
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At my school, we have some very bright kids( we had our first 800 in math this year), but too many have absolutely terrible work habits. Since we implemented Saxon, our higher level students are substantially better prepared. What they study they know and I'm able to take them places in problem solving I never would have imagined five years ago!
Many of my AP students are so automatic with their algebraic skills and concepts, most problems in "Calculus Problems for a New Century" are easily within their understanding.
I just don't understand how you can jumpXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX