High School Math Standards and Expectations: How?

Stan graduated from a school that promised to provide the highest standards, which meant that he had to take all the required math courses. In less than a year after graduation, Stan had credit card debt in the thousands of dollars. He worked at a local fast food venue, though he could not make change. Does this stun you, make you wonder how this could be? Keep reading to discover possible causes and solutions.

#1 – High School Math Practices

First, did the high school math standards and expectations prepare Stan for a successful future following graduation? What math skills and deficits did Stan lack in prior grades? Multiplication facts? Fraction operations? If Stan did not qualify for special education services, could there have been other approaches included in prior grades that would have helped Stan and other peers like him? My question: Did the school’s math standards and expectations provide Stan with a successful future?

Furthermore, the high school math standards and expectations required students to take four years of math. These classes included Algebra 1, Algebra 2, Geometry, and another math class. Secondary to Stan’s prior challenge with math, he only continued to struggle.

#2 – Where is the Logic in High School Math Standards and Expectations for Stan?

Secondly, where is the logic in this approach? Let’s imagine for a moment that you begin lifting weights. You go to the gym and the trainer hands you a one-pound weight. Next week, a new trainer will be assigned to you. This person hands you a 10-pound weight and shares that you will need to lift 50 pounds by the end of the month. Does this make logical sense? Why or why not?

High School Math Standards and Expectations: person lifting wgt.

Likewise, did it make sense to enroll Stan in Algebra 1, his first year of high school?

Furthermore, though well-meaning teachers wanted to help Stan, due to the demands of administrators, they were required to stay aligned with the math standards, expectations, and pace set to cover every topic.

In addition, what were the results? Though Stan made C’s, D’s, and F’s in Algebra 1, he was still expected to complete the remaining math classes. Would you be inspired to return to the gym if you were asked to lift a 50 kg weight? Remember, Stan experienced this daily for four years.

#3 – Where Does it Start?

Thirdly, Stan’s math challenges did not begin in high school. No. It likely began in elementary school.

A. Elementary School Teachers

First, let’s consider the characteristics of the average elementary teacher. They tend to be creative and thrive teaching subjects like reading and social studies. Some even like teaching math. However, some teachers did not like math as students. Nor do they like teaching math. Such attitudes are quickly picked up by their students.

B. The Elementary School Design

To start, elementary school design is set up differently from the high school and middle school design. Elementary teachers are expected to teach the main subjects: math, reading/writing, social studies, and science. When students progress to middle school, math and science may be the only subjects taught by a teacher. High school is very similar. Interesting, yes?

#4 – Solutions: High School Math Standards and Expectations

Fourth, it is important to consider solutions.

A. Re-Design Elementary Education

To begin, imagine how awesome it would be for students to walk into a school where every teacher is teaching their favorite subject or subjects. Kids would feel the excitement! Feeling the excitement, they would be inspired to learn. Can you imagine the possibilities for improvements in test scores?

B. Math Class Organization Related to Abilities to Meet Math Standards

Next, imagine students grouped in fluid, flexible math classes according to math abilities, vs. grade. This means that a student may attend a class to polish skills such as multiplication facts. Upon completion of these skills, they can progress to other math concepts, such as multiplying and dividing fractions.

C. Design an Alternative Graduation Plan

In addition, design an alternative graduation pathway rich in basic math skills: fractions, decimals, and percentages applied to life skills and career goals. Students need skills to make appropriate financial choices and work in occupations that involve money.

In addition, these students will be able to attend college, although they may need to take remedial courses. However, these students have the potential to complete a program just as those who took all four math courses.

Conclusion

In conclusion, I believe that there is greater potential for student success post-graduation when they are provided with an educational system that ensures students learn significant concepts such as multiplication facts, fraction operations, and other related concepts BEFORE high school. If this were the case, we would have more success stories for students like Stan.