Sample T2T replies

Two-year algebra class

From: --- 
To: Teacher2Teacher Service
Date: Mar 11, 2002 at 20:04:42
Subject: Two-year algebra class 

Our school is looking into the benefits, if there are any, for starting 
a two year class for algebra for some students.  What are the pros and 
cons of such a program?

First reply

From: Jeanne (for Teacher2Teacher Service) 
Date: Mar 19, 2002 at 20:13:26
Subject: Re: Two-year algebra class 

Suzanne, another T2T Associate, did a search recently for information on
Algebra 1 over two years for another teacher. I thought you'd like to 
look into the websites she found.

Niceville High School
GRAD (Graduation Requirement Algebra Demystified)
On the page look for "Links to Detailed Information" to read reports, 
etc. having to do with their idea of a two year algebra program. 
http://www.nuc.net/nhs/grad/

Renton School District
an explanation and history of their two year algebra course 
http://www.renton.wednet.edu/doi/math_guides/alg1a1b_2a2b.html

A New Algebra: Tools, Themes, Concepts by Henri Picciotto 
http://www.picciotto.org/math-ed/new-algebra/new-algebra.html

Preliminary Effects of Two-Year Algebra Program
a middle school study in California 
http://www.sanjuan.edu/services/r&e/briefalgebra.htm

This page is not specifically on two year algebra but I think the work 
that Uri Treisman has done is interesting to think about. 
http://www.math.uiuc.edu/MeritWorkshop/uriModel.html 
http://www.avidcenter.org/program_overview/comp_reform/uri.html

I have heard Uri Treisman speak about research that says students who 
take algebra over a 2 year period do not go on to take more mathematics. 
I found this page:

NEA Today
http://www.nea.org/neatoday/9910/innov.html#Calcul

with an article "Calculating How Much Credentials Matter" which contains 
the following quote:
"You say students overcome disadvantage through accelerated instruction 
not slower-paced remediation."

Hope this helps.
  -Jeanne, for the T2T service

Second reply

From: Jenny (for Teacher2Teacher Service) 
Date: Mar 19, 2002 at 20:20:13
Subject: Re: Two-year algebra class 

My school district has done both - 2-year algebra program and algebra 
over one year with support.  Right now my school is using the second
option, primarily because of my recommendations.

When we had a 2-year algebra course, we found that our capable students 
were less able to succeed in the next course (geometry for us) because 
they had not experienced the rigor of a 1-year course. They were 
accustomed to little (if any) homework, not needing to stay on top of 
their work, not needing to really understand, because it was so slow and 
the expectations of the teachers were low.  Plus, we still had lots of 
students who were not successful in 2-years, but they got to stretch it 
out even longer.  We also found that our counselors (and sometimes 
colleagues) were recommending mainly our low-income or minority kids for 
the 2-year algebra, so it became an equity issue. The course becomes a 
dumping ground, we don't see more students get through algebra, and we 
block off options for some of our kids who shouldn't have been steered 
in that direction.

My current school has chosen to do only a one-year algebra class, but we 
offer an additional elective course called Algebra Support.  Students 
can't apply this credit toward their required math courses for credit. 
We enroll about 1/2 of our freshmen in the Support class and allow 
non-freshmen to elect the Support class.  The intent is to help those 
students who might not succeed by providing them with more focused help 
in algebra.  It requires some coordination between staff, but has proven 
to be very helpful.  This is the first year we've done it.  At the first 
semester, we had fewer failures than we had last year at that time.  I 
teach 4 algebra classes and am finding that many of my students would 
never have been advised into the course if we had offered a 2-year 
course (or any lower math courses).  These kids are succeeding.

I've read some articles (and off-hand I can't give you the references) 
that note that even students in a 1-year algebra course who fail learn 
more than they would in another class.  I do think the staff needs to 
work closely to make it work, however.

  -Jenny, for the T2T service

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Sample of a well-developed discussion

Timed tests by Dorothy

From: Dorothy 
To: Teacher2Teacher Service
Date: Apr 30, 1998 at 23:44:42
Subject: Timed tests 

I am a third grade teacher. One of the topics being debated is the
concept of time tests for basic math facts. Most of the teachers in my
grade level do not agree with requiring students to routinely take
100-fact time tests. However, the 4th-6th grade teachers are insisting
on them. As a result we are being told to do these tests.

What does the research say about the validity of time tests? Do they
help anyone - especially those students who are struggling to master the
facts?

THANKS!

T2T reply

From: J. Chambers (for Teacher2Teacher Service) 
Date: May 03, 1998 at 21:11:13
Subject: Re: Timed tests 

Timed tests are always debated when they are used. I suggest that when
you do them, students are challenged to beat their own score, not to try
to compete with anyone else.

I have my students keep their own scores and work for self-improvement.
They like the fact that they keep their own records and no one has to
see them. They always show me how they are doing, especially if they are
improving.

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