Algebra for All

In first ‘Algebra for All’ effort, city will push schools to centralize fifth grade math

In a change that could shift the way elementary schools work across New York City, officials want more fifth-graders to learn math from teachers chosen to focus on the subject, rather than their general classroom teachers.

The city will begin centralizing fifth-grade math next year at interested schools, according to a memo sent to principals this week, and will spread the policy further over the next five years. That memo and other documents posted online for principals describe the change as the first step in the city’s campaign to make sure more eighth-graders are prepared for algebra, a goal Mayor Bill de Blasio unveiled last fall.

“We know this initiative is a big step forward,” an education department document reads, “and are working to develop both the operational and instructional supports schools will need to be successful.”

At most of the city’s elementary schools, core subjects like reading and math are taught by the same classroom teachers. In the memo, officials asked interested principals to designate fifth-grade teachers to take on the central math role for their grade.

Some researchers say quality of math instruction increases with a designated teacher, especially since many elementary-level teachers aren’t excited about math or don’t feel prepared to teach it.

“It’s almost like people who are afraid of math flock to elementary school education,” said Clara Hemphill, one of the authors of a 2015 report from the New School’s Center for New York City Affairs that called for more intensive math teaching in fifth grade.

The introduction of the Common Core standards have added to the complexity of the task. Last year, about 41 percent of city fifth-graders the state’s math exam. Meanwhile, recent statistics show that few are prepared for upper-level math by the time they reach high school.

“With the Common Core, we’re expecting more mathematics understanding from teachers, and this enables districts to focus resources,” said Diane Briars, the president of the National Council of Teachers of Mathematics.

“Departmentalizing” math allows teachers with math anxiety to focus on other subjects, Hemphill said, and leaves those passionate about math to teach it. That’s what happened at the Girls Prep charter schools when they separated math instruction, according to Ian Rowe, the leader of the Public Prep charter school network.

“The folks who are our dedicated math teachers love the fact that they can really dive deep and really focus on not just procedural math but really getting our scholars critical thinking skills in math,” he said.

Some schools have long used or experimented with more specialized approaches. P.S. 183 Robert L. Stevenson and the Lower Lab School, both on the Upper East Side, have separate math instruction, Hemphill said.

Others were surprised that this would be the city’s move to improve math instruction.

Darlene Cameron, principal of STAR Academy-P.S. 63 in the East Village, said she would have questions about placing the responsibility for a grade’s math instruction in the hands of a single teacher, especially since so many students are already far behind when they reach fifth grade.

“Are people looking at the fifth-graders we have today? Many of them are still working on basic, single-digit multiplication,” she said.

It’s unclear how many schools the city would like to include in the new plan. Education department officials said the training would be research-based and that schools can choose to participate.

According to the posted overview of the initial “Algebra for All” initiatives, the first wave of participating teachers will have three days of training this spring, 12 days of training over the summer, and sessions throughout next school year.

To Courtney Allison, the deputy director of Math for America and a former sixth-grade teacher, encouraging schools to departmentalize fifth-grade math is a smart idea that could help make sure students arrive prepared for middle school.

“It’s exciting to see them turn their attention to mathematics,” she said of the city.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”