Re: Choice in Math classes in the Okemos Middle School

Dear Members of the Okemos Board of Education :

We are a group of parents with children who are currently attending elementary and middle schools in the Okemos School District.  We are writing regarding concerns about the new math curriculum being implemented in the Okemos Schools.  We ask the Board of Education to authorize alternative mathematics classes in the middle schools, using the traditional math textbooks, so that this option could be provided in addition to the new programs.

Some of our children were sixth and seventh graders in Kinawa Middle School last year when Kinawa started the Connective Mathematics Program (CMP).  While the objectives of the program, to teach children how to think analytically and how to solve problems, are commendable, unfortunately our experiences with the program have been very negative.  The sixth graders had one complete year of the CMP program, but only finished about half of the curriculum.  Instead of spending half of the school year on the CMP program, the seventh graders spent all but four weeks on four CMP units.  Thus, last year, both the sixth and seventh graders were short changed in their mathematics education.  It is still not clear to us how the uncovered curriculum will be made up.

Even after the pace of instructions has accelerated this year,  we remain concerned that the program is not applicable to all children, since children vary in how they learn mathematics.  Many of our children who had been successful mathematics students complained about how boring math became.  Some students and parents found that the textbooks were confusing and poorly organized.  Other students, who previously had enjoyed mathematics,  became disinterested when assignments required students to become engaged in such activities as preparing lengthy journals or making elaborate posters. As a result, several parents turned to outside tutoring to supplement their children’s mathematics education.

We are especially concerned by reports of problems with programs similar to CMP in other school districts. For example, in Palo Alto, CA, 63% of middle school students families paid for outside math tutoring programs. The math scores on standardized test dropped from 86th to 58th percentile. Five years after adopting the program, California is returning to traditional math textbooks and standards.

Another example is the Ames, Iowa school district. The scores for the Iowa Tests of Basic Skills (ITBS) dropped dramatically after the introduction of programs similar to CMP.  A table is included in the next page for more detailed comparisons.
 

                          National Percentiles            State of Iowa Percentiles
   (Before)           (After)                  (Before)            (After)
School Year    85-86        93-94  94-95              85-86         93-94  94-95
Grade
   3                     90              71       70                    96               44       47
   4                     94              60       56                    98               49       31
   5                     90              59       40                    98               51       26
   6                     96              59       52                    90               51       37
   7                     94              77       36                    99               63       21
   8                     93              51       43                    99               28       24
Source: The Daily Tribune, February 21, 1995, Ames, IA

This table shows, for example, that for grade 8 students,  before the change in the math curriculum, the Ames school district was in the 93rd percentile when compared to other school districts nationally.  After the change, they dropped to the 51st percentile for the 93-94 school year, and the 43rd percentile for 94-95 school year.  Similarly, again for grade 8,  before the introduction of the new curriculum, the Ames Iowa scores were in the 99th percentile when compared to scores for other Iowa school districts, and they fell considerably after the change.  The slippage in percentile is most pronounced for the highest grades where the students were taught the new curriculum the longest.

For your reference, we are enclosing three articles about the new math programs from the Lansing State Journal, the Time magazine and the Wall Street Journal.

We do not question that some children may benefit from the CMP program. We certainly hope that the Okemos middle schools have better success than other school districts. However, last year’s experience show that some children suffer from these programs. Thus, parents who know their children best, should have a choice in how mathematics is taught.  We ask that classes that teach math the old way, before CMP was introduced, be available in both Kinawa and Chippewa middle schools.

Our request to have classes that teach math using the pre-CMP textbooks is modest and reasonable. We are not asking for “advanced” classes. Rather, every student or parent can choose these classes as an alternative to learn math the CMP way. The textbooks are available and the district does not need to purchase new books. Most math teachers are familiar with the textbooks and materials. Thus, no extensive training is required. We urge the board to put this important issue on the board meeting agenda as soon as possible, and that our request be granted without delay so that our middle-school students have the math education that best prepares each of them.

Some of us will attend the Board meeting on December 1 to talk about our concerns. If you need to contact us in the future, please call Dr. Betty Tsang, 1775 Mirabeau Dr., Okemos, MI 48864 (347-0538 at home, 333-6386 at work).