Below is a collection of items on Everyday Math: evaluations, commentary, local experiences and news items, put together by a concerned Texas parent. - Elizabeth ********************************************************************* "EVERYDAY MATH"/CHICAGO MATH When schools are considering implementing a new math program, they may receive a largely one-sided presentation from the publisher which describes only "success stories." It is important for school administrators, teachers and parents to understand that there may be concerns about a program as well. This document collects some of the concerns which have been expressed about "Everyday Math." EVALUATIONS OF "EVERYDAY MATH" 2nd grade -- Dr. Wayne Bishop, Professor of Mathematics, California State University, Los Angles, prepared for the Core Knowledge Foundation, May 1997 – see http://mathematicallycorrect.com/bishop4.htm 2nd grade – Paul Clopton, Erica McKeown, Michael McKeown & Jamie Clopton, prepared for Education Connection of Texas, 1999 – see http://mathematicallycorrect.com/books/htm 3rd grade – Dr. David Klein, Professor of Mathematics, California State University, Northridge, July 5, 1999 – see http://mathematicallycorrect.com/everyday.htm 3rd grade – The Mel Gablers, Educational Research Analysts, Longview, Texas, "3rd Grade Math Texts Submitted for 1999 Texas Adoption," (Everyday Math rated "worst") – see www.textbookreviews.org 4th grade – Dr. Wayne Bishop; see above 5th grade – Dr. David Klein; see above 5th grade – Clopton, McKeown, McKeown & Clopton; see above David J. Hoff, "Reading Mastery is New Requisite for Solving Math," Education Week, 5-5-2001; access via http://www.edweek.org/ew/ew_printstory.cfm?slug=14mathread.h21 STATE OF CALIFORNIA " … there was a consensus among the State Board appointed evaluators textbooks that EM 4-6 was so bad that statewide adoption for those grades was out of the question. However, some people argued that the K-3 program might be barely good enough for California schools. The California Curriculum Commission and the California State Board of Education eventually decided against adoption of Everyday Math at any grade level in this latest adoption. Everyday Math K-6 has now been twice rejected by the State of California, once in 1999, and again in 2001. One of the reasons EM was rejected was that it would not prepare students sufficiently well to learn algebra in grades 8 or 9." (Dr. David Klein, mathematics professor @ California State University, in an e-mail to Concerned Parents of Bucks Co., Penn., 2001). "Bill Evers – a Hoover Institute research fellow who served on the California Standards Commission and sits on a panel that devises math questions for the standards test taken by students every spring – said he receives at least one e-mail a week from parents complaining about Everyday Math." ("Math Divides Folks in Rocklin," Sacramento Bee, 2-5-2002). Professor Hung-His-Wu, Professor Mathematics at UC-Berkeley stated that while he was not an expert on Everyday Math, he happened to have dealt with it as a consequence of California's book adoption. While he feels there is merit to the "mathematical reasoning" aspect of the EM program, "Starting with Grade 3, and increasingly more towards grade 6, the outright contempt of EM for standard algorithms of addition, multiplication, etc. will handicap the learning of mathematics in later grades. Proficiency in skills is an indispensable component of mathematical knowledge. If a teacher is truly mathematically knowledgeable (and of course this is a very big "if"), he or she would be able to teach students how to think abstractly using EM. One can argue that with the average students, who have a shaky command of the basics, all the abstract reasoning won't amount to much. Moreover, given that most elementary school teachers won't be able to cope with the mathematical demands of EM, bad learning would ensue." (e-mail to Concerned Parents of Central Bucks Co., Penn., 2001). SAN ANTONIO, TEXAS "The elementary school teachers of San Antonio voted overwhelmingly to drop EM because it didn't work for them nearly as well as what it had replaced." (Web posting by Dr. Wayne Bishop of California State University on Math Forum, 3-19-2001; http://www.math forum.org/epig…/5.0.2.1.2.2001031913145.08d2e620@exchange.calstatela. ed) "San Antonio ISD dropped EM after several years and in spite of rising test scores. Why were the scores rising? Because most schools and individual teachers were learning to leave EM on the shelf and do their own thing with whatever materials they could scrounge while EM took the credit." (Web posting by Dr. Wayne Bishop on Math Forum, 11-8-2001; http://www.mathforum.org/epi…/5.1.0.14.20011108171602.033c9ec0@exchan ge.calstatela.ed) READING, MASS. "Reading's math performance was in the 80 percentiles in the years 1993-1995. A downward trend appears in 1996 and 1997. The first students utilizing the "Chicago Math" program were tested in 1997 with the Stanford 9. This downward trend continues in the Chicago Math program with computational skills dipping to 67% in 1997 and Total Math dropping to 73%. The same group of 1997 students were re- tested in 1998 and the data shows a continuing drop in computational skills." (Dr. Robert Mandell, Concerned Parents of Reading, 2-13- 2000 @ http://mathematicallycorrect.com/cpr.htm). "Our parent group was interested in one outcome only, the effective use of a program that stresses both concepts and computational skills. It was our experience that your program [EM] as used in the Reading Schools did not give the computational skill work … There are over 100 Reading students being tutored in math at a nearby learning center …" (e-mail by Dr. R. L. Mandell to Everyday Math, 11- 20-2000). "In reality, the school administrators overruled the elementary math selection committee who preferred another more traditional program. An anonymous teacher survey revealed that 84% of our teachers had reservations concerning the program. Ask for a copy of the survey from our Administration and read for yourself the 87 surveys … Please note that our group only asked for computational skills to be supplemented … " (e-mail by Dr. R. L. Mandell, 2002) See web site of Concerned Parents of Reading @http://members.aol.com/rlmandell/CPR/ start.html * * * "A battle over math that began in Reading five years ago still simmers … Reading School Committee member John F. Russo, citing test results and a belief that "computational skills should not be sacrificed," wants a review of the math program." ("Old School Arithmetic Returns to Classroom," Boston Globe, 4-7-2002 & web posting on Math Forum by Dr. Wayne Bishop, 4-7-2002; access via http://www.mathforum.org/epi…/5.1.0.14.2. 20020407083043.0392d0@exchange.calstatela.ed). FLORIDA Florida Dept. of Education, Math Textbook Adoption Committee, 1997- 1998 – Rankings of "Everyday Math" program out of 13 programs evaluated: Broward Co.: EM ranked 9 out of 13 Clay Co.: 10 out of 13 Dade Co.: 10 Duval Co.: 10 Gadsen Co.: 3 Hamilton Co.: 10 Okaloosa Co.: 8 Pinellas Co.: 5 Polk Co.: 12 St. John Co.: 4 FSU: 11 FCTM: 10 Broward Co. Comments on weaknesses of EM: Limited use of tables, charts and illustrations Performance tasks not authentic Did not see any linkage to other curriculum areas Would like to see fractions presented earlier in the 4th grade There may be parental sensitivity to the use of playing cards Limited or nonexistence of potential of racial & cultural diversity Did not line the use of * rather than x for multiplication symbol in grade 4 See http://www.browardgifted.org/resources/mathadoption.htm BROWARD CO., FLA. "Unconventional Math Book Divides Educators," Miami Herald, 1-13- 2002; http://cgi. Herald.com/cgi-bin/rc_emailfriend.cgi? mode=print&doc=http://www.Miami.com.he..) "Till Fears Math Text a Poor Fit," Miami Herald, 1-21-2002; same access * * * "The controversial elementary textbook Everyday Mathematics has gotten a thumbs down from Broward Schools Superintendent Frank Till. Till told principals … that the book was not suitable as a primary text for gifted students … "I think it could still be used as a supplement," said Till, a former math teacher, "but I don't think it should be used as a basic text. "Paula Niedorf, a co- chairman of the gifted advisory committee … has vigorously fought the book [EM] for more than a year …The school district's own textbook adoption committee ranked it [EM] ninth out of 13 books in 1997-1998." ("School Chief: Unconventional Math Book Is Not Suitable," Miami Herald, 2-8-2002; same access). "Dr. Till has reviewed Everyday Math due to the concerns … His background is in math and he began looking at the program and call [ing] friends around the country who[m] he highly respects in curriculum … Looking at it from a math point of view, he realized that there are teachers who can teach EM very well. His friends liked EM, but they said it's like whole language, not every teacher can pull all the necessary concepts out of EM … he had drawn the same conclusions as well. Not every teacher would be able to teach EM well. This does not reflect whether a teacher was a "good" teacher, but that it did not reflect their teaching style. He can see where parents would complain that they were unable to help children with their homework because of the set-up of the book." (Minutes of the Broward County Gifted Advisory Board, 2-5-2002 @ http://www. browardgifted. org/ minutearchives/Feb2002.htm "Last year the only core text recommended for gifted elementary math was a program called Everyday Math. Due to documented concerns about Everyday Math from the Math Subcommittee of Gifted Advisory, this year schools may choose from any of the district-approved programs …" (Gifted Advisory Committee of Broward County Schools News @ http://www.browardgifted.org.news.html). PITTSBURGH "EM has been implemented district-wide since the 1993-1994 school year …Results from the 5th and 8th-grade level PSSAs show that only 37% of district 5th-grade students and a meager 28% of its 8th-grade students could demonstrate math proficiency at these grade levels last year … It's clear that the math programs in the Pittsburgh Public Schools have woefully failed to prepare many of its children in mathematics for years … Although the board majority has raised this issue, the district's administrators refuse to address it. They continue to rely on a large-scale experiment called Everyday Math." ("By The Numbers," by Adele Hlasnik, Parent Key Communicator to Supt. John Thompson, in the Pittsburgh Tribune-Review, 6-2-2002; http://www.pittsburghlive.com/x/trubine-review/ opinion/s_74236.html). FAYETTE CO., GA. "Mom of 3 Leads a Math Revolt," Fayette Citizen, 6-24-1998; http:// www.thecitizennews. com/main/archive-980624/news/fp07.html "The recent stream of letters from parents regarding the concern about Everyday Math has made me realize that I may have some useful things to say although I am a grandparent, rather than a parent, of several Fayette County pupils. I am a retired Ph.D physicist … My (almost daily) observations tell me that, except for students for whom math comes easily, it [EM] is worse than a failure; it frustrates and angers children for whom it does not "click."" ("Physicist: Everyday Math Frustrates, Angers Many Kids," Fayette Citizen, 6-10-1998; access via http://www.k12.vt.us/fis/school.wide/99-00/everyday/ concerned.htm). "Math Parents Shouldn't Be Considered Curriculum Censors, Enemies of Teachers," Fayette Citizen, 7-1-1998; access via www.thecitizennews.com/main/archive "Textbook Case: Good Student Falls Behind With Chicago Math," Fayette Co. Citizen, 8-26-1998; http://www.thecitizennews.com/main/archive-980826/opinion/op-ltr- 09.html "One of [parent Amy] Riley's concerns with Chicago math is the lack of consistency in the way it is taught. She claims some classrooms are heavily supplemented for basics and computation while others are hardly supplemented at all. Linda Sutton, a parent who sits on the math task force committee, supported Riley's claims … "When my child was in 6th grade transition math, my husband spent two to three hours a night with him, just working on math. They are real issues," she added, referring to Riley's claims. "There are children who are losing out."" ("Chicago Math = Pluses, Minuses," Fayette Co. Citizen, 9-23-98; http://www.thecitizennews.com/main/archive-980923/news/fp-01.shtml). "Many Kids Can't Handle "Teach Yourself" Programs Under Chicago Math," Fayette Co. Citizen, 9-23-1998; http://www.thecitizennews.com/main/archive-980923/opinion/op-ltr- 06.shtml "No Need to Circle the Wagons on Math," Fayette Citizen, 9-30-1998; http://www.thecitizensnews.com/main/archive-980903/opinion/op-ltr- 02.shtml "Math Task Force Comes Up With Plans," Fayette Co. Citizen, 2-17- 1999; http://www. Thecitizennews.com/main/archive-990217/opinion/op- ltr-06.shtml "Time to Get Involved in Textbook Selection," Fayette Co. Citizen, 12-13-2000; http://www. The citizennews.com/main/archive- 001213/opinion/op-02.html "The "New-New Math Has Arrived," Jackson Herald, 9-5-2001 (reports that Fayette Co., Ga. dropped EM in 2001). See http://www.mainstreetnews.com/Arch/01/0905/ JackOpinion.html OMAHA, NEB. "Fran Carr, Westside's director of elementary education, said teachers use alternative methods, such as flashcards and drills, to help students who aren't making progress with the regular curriculum. Westside parent Eadie Tsabari is one who thinks the program doesn't teach basics well enough. "Doggone it, you ought to know what 7 times 3 is," said Tsabari, the mother of a 5th-grader. Tsabari bought flashcards to help her daughter master math facts and her husband provides extra help. Other parents, she said, are sending their children to after-school math tutoring programs that emphasize drills to build computational skills. "I question why so many people have had to go for extra help after school," she said. ("Westside District Defends "Everyday" Approach," Omaha World- Herald, 3-3-2002; http://www.omaha.com/story_printer.php? u_sid=328864&u_brow= Internet+Explorer&u_ver=5). ""["Everyday Math"] is a drastic change from what everyone is used to seeing," said Jim Harrington, math supervisor in the Omaha Public Schools, which reviewed the program but chose another." (Same article as above). STONEHAM, MASS. "As far as the nation-wide Iowa testing system is concerned, Stoneham students in grades 3, 5 and 7 are at the 35 percentile when it comes to math computation, announced Michael Kennedy, program supervisor of mathematics … " ("Calculators Add Up Trouble," Stoneham Sun, 11-3-1999). "In Stoneham, Michael Kennedy, program supervisor for math in grades 6-12, said they're replacing the more exploratory University of Chicago math program with "more of a meat and potatoes, more drill and practice" texts. ("Old Arithmetic Returns to Classroom," Boston Globe, April 7, 2002). ROCKLIN, CALIF. Rocklin has been listed as a "success story" by EM. However, the School Board voted to discontinue EM in February 2002. ("Math Divides Folks in Rocklin," Sacramento Bee, 2-5-2002; http://www.sacbee.com/content/news/story/1584075p-1660349c.html). PRINCETON, N.J. "It was the introduction of EM into Princeton (Regional) School District which led to the parental revolt in Princeton. This led to the involvement of a number of faculty members in both mathematics and physics at Princeton University and the Institute for Advanced Study in Princeton in trying to reform mathematics teaching in the district …" (Testimony of Dr. James Milgram of Stanford University to a United States congressional committee, 4-2-2000; http://www.princeton.edu/pr/news/00/c/0209.htm). CHATANOOGA (HAMILTON CO.), TENN. "Julianne Dyer, a 15-year tutor, said her private school students are floundering with everyday math. "If this method is put in, it will be terrible for the students … It's harmful to them, confusing. The parents, most of them, will not be able to help them with it." Mrs. Dyar said the method ignores math basics, which are what the students are struggling with. Parents will be at a loss to help students, because the everyday math is so different from what the parents have learned, she said." ("Everyday Math Text Kindles Debate," Chattanooga Times & Free Press, 5-9-1999; http://www.timesfreepress.com/1999/may/ 09may99/mathgradesdebated.html). "School officials acknowledge that new "Everyday Math" has proven a difficult adjustment for some teachers and parents … Parents also voiced some concern over the county's new math textbooks. They said a lack of instructions and example problems have made it difficult for them to help their children with homework. "I'm a college graduate and I still don't know what to tell my child," said one frustrated parent." ("Mountain Oaks Fate in Limbo," Times & Free Press, 11-6-1999; http://www.timesfreepress.com/1999/nov/ 06nov99/news1006nov,html). "Dr. Eugene Schlereth, a math professor at the University of Tennessee at Chattanooga and father of a Thrasher Elementary 6th- grader, said the curriculum neglects teaching basics. Many people can't help their children with the complicated new calculating methods, he said … Mr. Schlereth said the new curriculum does not stress basics such as memorizing multiplication tables, and it doesn't set a sound foundation for algebra and calculus." ("Debate on New Math Divides Teachers," Times & Free Press, 12-9-1999). "Kim Sheperd, whose first-grade son, Jake, attends Wallace A. Smith Elementary, said, "If this goes on, we're just going to spend hours and hours every night doing math homework, and that's not including the other subjects."" (Same article as above). "Dr. Albert Piatt, who recently announced he would retire his teaching post at Brown Middle School because of the new math, said the math curriculum is dangerous to young minds. He said that Every/Connected Math has been shown to work well, but only with students who already had the basic skills to handle math that stresses that students "discover" the match concepts themselves. Dr. Piatt said his students are at a 48% to 52% failure rate after nine months with the new math. "Last year, I had knocked my failure rate down to 15%," he said." ("Math Protest Meet Draws 50, Response," Times & Free Press, 5-5-2000; http://www.timesfreepress.com/2000/MAY/05MAY00/NEWS1205 MAY. html). "There is a widespread lack of confidence among teachers in several aspects of the Hamilton County Schools' math curriculum that was adopted last year, according to recently released survey results. In one survey, given to elementary school teachers by Hamilton County Education Association, 67% of the respondents said they do not feel the Everyday/Connected Math program prepares students for standardized tests. 72% of respondents said the new math program was inappropriately implemented, while about half said teachers have inadequate training in the curriculum … Another 74% said they are frustrated because parents don't understand the new program and can't help their children at home or support teachers' efforts. The Boaard polled both elementary and middle school math teachers …" ("Teacher Survey Exposes Frustration With New Math," Times & Free Press, 11-25-2000; http://www.timesfreepress.com/2000/nov/25nov00/ surveys.html). "The 2000 math scores dropped slightly from the year before, but Hamilton County Superintendent Jesse Register said such drops are customary in the first year of a curriculum change …" ("Schools Seek More Modern Strategies," Times & Free Press, 2-5-2001; http://www.timesfreepress.com/2001/feb/05feb01/webcurriculuma1.html). "Hamilton County's ranking for math improved in grades 4, 5, 6 and 7 … most math scores were above the national average … Despite some gains, Hamilton County pupils scored lower on the standardized … math tests than students in surrounding counties and across the state. They fared better than those in comparable metro areas such as Davidson County and Memphis city schools." ("County Pupils' Math Grades Up," Times & Free Press, 7-21-2001; http://www.timesfreepress.com/2001/jul/21jul01/webtcap.html). "While scores in … math … are rising for local students in grades 3- 8, all are in the neighborhood of 50%, a little lower than the national average – and schools throughout the nation are not doing well. The national average is low." ("Cheer School Progress, While …," Times & Free Press, 6-27-2002; http://www.timesfreepress.com/2002/jun/27jun02/ fplcheersschoolprogress.html). "the bad news is that the national average is not impressive, with the state average slightly higher than the national average, and Hamilton County's scores are lower than the state average." ("Good and Bad Test-Score News," Times & Free Press, 6-27-2002; http://www.timesfreepress.com/2002/jul/27jul02/fpedit1.html). KINGSPORT, TENN. "Myself and two colleagues are now elected school board members because our district had "Everyday Math" for 6 years; that's also part of the reason we are getting ready to hire a new superintendent. It took 4 years, but the community was finally outraged. Parents got no straight answers … Students who have an engineering bent and who already know the multiplication tables will do ok with EM; most others will fail miserably." ("David Coffey: Everyday Mathematics, Fad or the Future," Oak Ridger Online, 4-6- 2001; http://www.oakridger.com/ns~search/stories/040601/op…/aaaa007659a013f &NS-doc-offset=2) FAIRFAX CO., VA. "How Math is Taught Has Fairfax Squabbling," Washington Post, 5-14- 2001; http://www. Washingtonp…/wp-dyn? pagename=article&node=&contented=A22841-2001May1 "Board Deadlocks on Fairfax Math Texts," Washington Post, 12-8-2001; access via Washington Post web archives) * * * "I hold a Bachelor of Science in Mathematics and did graduate work in structural engineering, both at the University of Pittsburgh. My children were introduced to EM at a private Episcopal school in Maryland … Addition and subtraction facts were not emphasized properly. Fractions in the 5th grade were glossed over. I spent summers with the oldest (who had the program for six years) doing remedial work and trying to make the basics of math more automatic so that she would be successful with algebra … Some children will appear to do well with the program either because they have mothers like me or because their parents send them to Kumon or Score … although the children at Kumon and Score would much rather be enjoying their brief childhood." (e-mail from Karen Jones-Budd, parent) CHICAGO "Math-Education Techniques Has Divided Parents," Chicago Sun-Times, 8-16-1998 MUNDELEIN ELEMENTARY DISTRICT 75 (Chicago area) "After using the EM program for five years, Mundelein Elementary District 75 has decided not to use it once school starts this fall .. Forty-five teachers voted in favor of using Houghton- Mifflin, while only four voted for EM. "I personally feel EM is a good program. It really stretches the kids," said {Susan] Herington [a teacher & member of the math review team]." "But it's scattered. There's not a good sequence for (learning) skills." Herington said the EM program also fails to stress computation. While she feels the program does a good job introducing students to algebra and geometry, it can be difficult to teach. Teachers often had to supplement the program. Herington said a few teachers were "closet" teachers, placing the EM program on the shelf and teaching math in other ways." ("District 75 Drops Everyday Math," Libertyville Review, 7-13-2000; http:// archives.pioneerlocal.com/cgi-bin/ppo-story/archives/localnews/2…/07- 13-00-28932.htm). "While some teachers liked the program, others found the program to be time-consuming … [Another curriculum] stresses aspects which EM lacked, including computation … The EM program used homework assignments called "homelinks" … However, some parents found the assignments to be confusing and difficult." (Mundelein Review, 9-21- 2000). ARLINGTON HEIGHTS, ILL. (Chicago area) "In a recent study of the [EM] program done by a consultant, nearly 30% of parents of 3rd, 4th and 5th-grades said they were concerned their children were not learning basic computational skills such as multiplication and division tables." ("District 54 Board to Review Six New Math Curriculums," Elk Grove Times, 1-7-1999). "EM is still controversial among parents. In particular, parents have objected to the nontraditional teaching methods and the use of calculators in the classroom." (Arlington Heights Post, April 22, 1999, posted @ http://www.illinoisloop.org/chimath/html). DISTRICT 109 (Chicago area) School math committee voted to drop EM in fall 2001. "District 109 officials found that the Everyday Math spiral was steep. "One of our biggest concerns was that spiral," [Ina] Kerrigan [assistant superintendent for curriculum and instruction] said." ("Committee Proposes New Math Program, Deerfield Review, 5-10-2001). BARRINGTON, ILL. – UNIT SCHOOL DISTRICT 220 (Chicago area) "Barrington Unit School District 220 took some heat from parents and teachers last year, who felt the EM program didn't spend enough time on basic computational skills." ("New Math Designed to Make Kids Competitive," Elk Grove Times, 1-14-1999; http://archives. Pioneerlocal.com/cgi-bin/ppo-story/archives/localnews/1…/01-14-99- 25322.htm). According to Jennifer Hay, staff development/mathematics coordinator: "One of the things that the teachers like about Addison-Wesley is it covers computation very well. That's one of the drawbacks to the University of Chicago program." (from Pioneer Press, posted @ http://www.illinoisloop.org/chimath.html). HINSDALE, ILL. – DISTRICT 181 (Chicago area) "My kids go to Illinois District 181 and they use EM from K-5 and UCSMP Transition Math from 6-8 … more than 40% of parents pay tutors up to $50/hour to teach their kids properly." (Letter from parent posted @ http.//www.illinoisloop.org/chimath.html). CHEROKEE SCHOOL, ILLINOIS (Chicago area) "Since the UCMP emphasizes higher level thinking skills, it has become clear that children's computational skills have suffered. The district plans to provide additional help to children in grades 2-4 through after-school math clubs for remedial work, and recommendations of computer programs and other resources. Dr. Griffith stated that reinforcement of "math facts" by parents or other programs (i.e., Kumon, SCORE, tutoring) would be extremely helpful." (Minutes of the Cherokee APT Meeting, 2-21-2001; http://www.lfelem.lfc.edu/schools/apt/chaptmin2-2l.html) ST. CHARLES, ILL. – DISTRICT 303 (Chicago area) Parent group opposed EM. See web-site @ http://members.aol.com/edu4kids/ School board voted to stop using EM in 2-2000. (reported at http://www.illinoisloop.org/chimath.html). BATAVIA, ILL. (Chicago area) "Fuzzy Grades for Fuzzy Math," by Terry Todd (parent), 10-26-2000 http://www.bataviaschoolswatchdog.org/fuzzy.html Letter from Janet Carpenter (parent), 8-25-2001 http://www.bataviaschoolswatchdog.org/archives/msg00353.html And see http.//www.illinoisloop.org/chimsth.html ELMHURST, ILL. – DISTRICT 205 (Chicago area) "If Math Were a Color …," by Marcia Tsicouris (parent), in Elmhurst Press, 1-14-2000 http://www.illinoisloop.org/ifmathwereacolor.html GRAYSLAKE DISTRICT 46 (Chicago area) Parent opposition to EM. ("Critical of Everyday Math," The News- Sun, 3-1-2002). GOWER ELEMENTARY SCHOOL DISTRICT 62, BURR RIDGE (Chicago area) School dropped EM after two years. "When teachers started to review the materials from EM, they felt [another text] provided more practice and drill." ("District 204 Launches New Math Text, Sun Publications, 3-8-2002). CHICAGO "FIRST IN THE WORLD CONSORTIUM" "[Advocates of EM] point to success stories like the First in the World Consortium, a group of suburban Chicago school districts that outscored the rest of the nation and most other nations in the 3rd International Math & Science Study (TIMMS) this year …But the consortium's president, Paul Kimmelman, cautioned districts against putting too much stock in Everyday Math or any one program. It's good, he said, but it's not the reason the test scores soared. The quality of teachers is far more important. "Most of the teachers in our district are certificated in their area and majored in it," he said. "The most important component is the teachers." With national shortages of teachers certified in science and high-level math, other districts may have trouble duplicating his district's success. Kimmelman said. EM also requires extensive staff development. His district failed to do that at first and paid for it. It had to hire private consultants to work along with teachers for two years. It also modified the program to focus more on basic computation skills." ("Plan to Revamp Elementary Math Study Divides Ken-Ton," Buffalo News, 5-31-1998; access via http://nl3.newsbank.com/nl~search/we/Archives?_action=doc&p_docid= 0EAF9AEBCA8…) * * * "It's the "First in the World Consortium" schools that use EM, north and northwest suburban schools that were academically first-rate when I taught high school in the area too many decades ago. Compensation for EM's shortcomings in these schools (Sylvan Learning, Kumon, home Saxon and the like) is rampant." (web posting by Wayne Bishop on Math Forum, 11-8-2001). BUFFALO, NY "EM will keep me in business forever," said Dawn Douds, Kumon's director [in Buffalo]. "It's a very good program, for what it is. But computation seems to be the one skill it's lacking. Mrs. Douds said the number of her students from Williamsville schools increased after EM was instituted this year. That is also true of students from Ken-Ton … EM supporters say the program blends both critical thinking and the basics. But that is not what Mrs. Douds has seen. Her EM students have trouble with the basics, like addition, subtraction and multiplication. "I can't tell you how often I've heard parents say, `I kept waiting for it to click. The teachers said it was supposed to click. And then it didn't,'"she said." ("Everyday Math a Boon to Some Tutors," Buffalo News, 6-7-1998; access via Buffalo News archives; http://nl3newsbank.com/nl~search/we/Archives). "The debate surfaced in Ken-Ton in early May when a handful of teachers asked the School Board to reject a proposal by the Elementary Math Curriculum Committee to expand EM to all elementary schools … "EM is not in the majority" of programs favored by Ken-Ton teachers, one teacher told the board in a meeting that drew impassioned pleas both pro and con." ("Plan to Revamp Elementary Math Divides Ken-Ton," Buffalo News, 5-31-1998; http://n13.newsbank.com/nl-search/we/Archives?p_action=doc&p_docid= OEAF9AEF835…). "A proposal to put the program in all elementary schools caused a huge flap in the district. Some teachers raved about it; others said it failed to give children the basics, like adding, subtracting and multiplication. Parents also seemed torn, with some saying their children loved the new style, and others saying their children were baffled and frustrated." ("Ken-Ton Board Votes to Widen Use of Everyday Math," Buffalo News, 6-9-1998; same access). "David Hughes, a parent, lambasted the [EM] method as failing to teach pupils basic tasks such as multiplication and division. "There are hundreds of parents in this district teaching children math because this program doesn't teach them math," he said." ("Williamsville to Expand Everyday Math," Buffalo News, 1-14- 1999; same access). "I believe buying into EM will prove to be a big mistake," warned Richard Escobales, a Canisius College math professor. He said some of the program's features are positive, but that it does not sufficiently drill students on basics. The treatment of long division is "downright awful," he said. Like other critics of the new-style math, Escobales also blasted the use of calculators at a young age, saying it will lead to "calculator-assisted mathematical incompetence." ("Ken-Ton Board Votes to Widen Use of EM," Buffalo News, Buffalo News, 6-9-1998; same access). "What has happened to the Kenmore School System? Our children are being swarmed with information because years ago the system bought into a new method teaching – whole language and everyday math … The main concern for teachers right now is to get through the curriculum. They do not have the time to be an educator … Whole language and everyday math left holes in the educational process that our teachers do not have the time to fill. Our children are terrible spellers and do not know the concepts behind the formulae in math … What is the district's proactive plan? Currently, it is to give struggling children extra homework. Is this fair? Is it fair to expect the children of these parents to seek private tutors? Some teachers suggest testing the child for a learning disability. For a child who has a learning disability, this is an excellent solution. But when the problem is due to negligence on the part of the schools for failing to cover the necessary groundwork, how can we blame it on a learning disability?" (Renea J. Laduca, Kenmore parent, "Sink-or-Swim Attitude Could Be Disastrous," Buffalo News, 1-7-2000; http://nl3.newsbank.com/nl- search/we/Archives?p_action=doc&p_docid=OEAF9C6134CF …). "Trustee Richard Foley, who thinks the program {EM] has as many foes as it has supporters, again asked that second curriculum be piloted … [Trustee Deborah] Simme … added that she saw as many negative comments [from teachers] as positive ones." ("Board Adopts New Program to Teach Math," Buffalo News, 2-29-2000; http://nl12.newsbank.com /nl-search/we/Archives? p_action=doc&p_docid=OEAF9C73E74 …). "How effective EM has been is hard to determine. Most schools in Erie County, like those in the rest of the state, posted lower math scores in last year's 4th-grade math assessments … Richard Foley, a member of the Lancaster School Board, is less certain. He says the best-scoring elementary school in his district in 2000 – John A. Sciole – was not using EM at that point. "As far as I'm concerned, the jury is still out on Everyday Math," he said." ("A Generation Gap Over Everyday Math," Buffalo News, 1-28-2001; same access). NYC DISTRICT 11 – PS 153 "this week, a group of parents in NYC school district 11 signed a petition demanding the replacement of Everyday Math and an end to the need to tutor their children outside of school to make up for the program's deficiencies." (Elizabeth Carson, posted on MathForum, 1-15-2002; http://www.mathforum.org/epigone/math- teac…/000201c 19e49$e5fc4140$7f741d18@nyc.rr.co). "Mary Heath runs a youth group next to the school located on Baychester Avenue. It offers a free after-school study program for children in the local community … "It's sad that there pushing this on our kids," said Heath. "The children that come to our program are not functioning or learning anything from this new curriculum. They don't understand its concepts and they get extremely frustrated with it. I have had children come to me for help crying." ("District Calls on Book Salesmen to Defend "Fuzzy Math" to Parents," Riverdale Review, 1-31/2-6-2002; http://www.riverdalereview.com/1-31-02 news.html) "Among the critics [of the constructivist math programs] is Prof. Stanley Ocken, Professor of Mathematics at City College. It is the mathematics teachers at the colleges who are most upset … It is their contention that the programs, which downplay actual calculation, preclude many gifted math students from moving ahead to advanced algebra, calculus and Advanced Placement courses in math, physics and other math-dependent disciplines." (Same article, Riverdale Review, 1-31/2-6-2002). KALAMAZOO, MICH. Kalamazoo has been listed as a "success story" by EM. "'My primary source was quite reluctant to "go public," being within the system and given the local political tilt toward EM, in part because of the big bucks that the NSF [National Science Foundation] has used to support Core Plus (same publisher) that originated and is centered there at Western Michigan University. Incidentally, that source was not part of the Saxon pilots, but is an experienced teacher within the district and well aware of the scuttlebutt around the district, but some of her information would be hearsay. She is, however, appalled at how much worse-prepared the students are that she now gets versus the pre-EM years. Only a couple come in working at grade-level so much of her year is spent making up for missing standard mathematics preparation." (Dr. Wayne Bishop, "EM in Kalamazoo and Texas," posted on MathForum, 5-23-2001; http://mathforum.com/ epigo…/5.1.0.14.2.20010523064604.03ad2b20@exchangecalstatela.ed). PORTAGE, WISC. Implementation story for EM reported @ ARC Center, Consortium for Mathematics and its Applications, "Everyday Mathematics, Portage, Wi;" http://www.comap.com/ elementary/projects/arc/stories/portage.htm ""We're really excited about it," said [the] principal of Portage rural schools, about the new Everyday Math series introduced in kindergarten through 8th grade this year." ("Hooray for New Math," Portage Daily Register, 9-24-1999; http://portage.scwn.com/archives/ index.inn?loc=detail&doc=/1999/Septem…/24-1191-newsl.tx). "While students in the Portage School District are still scoring above peers nationwide, they fell below the state average in mathematics during the last school year … Portage performed 3-5% below the state average in mathematics. Performance in the four other test areas, however, exceeded state averages." ("Portage Students Test Well Against Peers," Portage Daily Register, 6-29- 2001; http://portage.scwn.com/archives/index.inn?loc= detail&doc=/2001/June29-1167-news2txt). EDISON SCHOOLS "Edison Schools Inc. … has published test results revealing that elementary school math scores declined at an extraordinary number of the company's schools from 2000 to 2001 … Chicago Math, the program used by Edison, has drawn criticism from activists who deride it as "fuzzy math. -- 2nd grade math scores declined at 5 of 23 schools (21.7%); -- 3rd grade math scores declined at 12 of 28 schools (42.8%); -- 4th grade scores declined at 16 of 49 schools (32.6%); -- 5th grade scores declined at 6 of 41 schools (14.6%); -- 6th grade scores declined at 4 of 21 schools (19%)." (Press release from "Parents Advocating School Accountability," San Francisco, 11-7-2001, and web posting on Math Forum by Dr. Wayne Bishop, 11-7-2001; http://www.mathforum. Org/epi…/5.1.0.14.2.20011107200211.0315d1f0@exchange.calstatela.ed). WICHITA, KANSAS Dodge-Edison School has been listed as a "success story" by EM on its website. "At Dodge-Edison … math performance is below the average for comparable schools and shows no progress since 1996." ("American Federation of Teachers Study of Edison Schools Shows Mixed Results," AFT press release, 10-19-2000. See http://www.aft.org/ press/2000/101900.html). COMPARISONS WITH ASIAN CURRICULA It has been contended that "Lessons in the EM curriculum are similar to Japanese lessons, focusing on student's mathematical solutions and the examination of alternative strategies." (William Carroll, UCSMP Elementary Component, "An Analysis of Everyday Mathematics in Light of the Third International Mathematics and Science Study [TIMMS]," May 1998. Contra: "In the Japanese and Singaporean materials (and I have much of each), presentation of the standard algorithms of arithmetic is very explicit. This is not the case in EM, and by design. The Japanese and Singaporean-oriented explorations are in the application, not in basic mechanical competence. I see no evidence of student-invented algorithms, let alone use of calculators to replace them entirely as is standard fare in EM." (Dr. Wayne Bishop, "EM in Kalamazoo and Texas," posted on MathForum, 5-23-2001; http ://mathforum.com/epigo…/5.1.0.14.2.20010523064604.03ad2b20@excha ngecalstatela.ed)