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Increasing the Number of Minority Students in Accelerated Classes

Increasing the Number of Minority Students in Accelerated Classes. Hannah Worman , Kaitlin Burke, Jackie Wolfe, & Kelsey Skogsberg . Why do you think that there is a lower proportion of minority students in accelerated math classes?. Teacher have low expectations for these students

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Increasing the Number of Minority Students in Accelerated Classes

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  1. Increasing the Number of Minority Students in Accelerated Classes Hannah Worman, Kaitlin Burke, Jackie Wolfe, & Kelsey Skogsberg

  2. Why do you think that there is a lower proportion of minority students in accelerated math classes? • Teacher have low expectations for these students • Innate math ability & no drive to succeed • Inadequate curriculum • Inadequate support system at home • Negative self image towards math & school

  3. Why is this a “Hot Topic”? • There is a clear disproportion of minority students in advanced math classes in proportion to their numbers in the school. • Teachers tend to have lower expectations of minority students in math classes

  4. “Why Aren’t More Minorities Taking Advanced Math?” Erica Walter • Expand our thinking about who can do mathematics • Build on minority students’ existing academic communities • Learn from schools that promote math excellence • Expand the options in school mathematics courses • Expand enrichment opportunities • Reduce students’ isolation

  5. Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys Robert Berry • For Success (defined as taking Algebra 1 before High School) minority students need • Early Educational Experiences • Recognition of Abilities and How it was Achieved • Support Systems • Positive Mathematical and Academic Identity • Teachers with lowered expectations a huge issue in minority success • Minority students need positive academic and mathematic role models (Malik) • Almost all research available done on minority failure in higher mathematics instead of success

  6. Which one of these is not a factor that contributes to minorities’ success in math: • Advocacy from adults (parents, teachers, or others) • Racially based teacher expectations • Positive relationship between student & teacher • Positive self image towards math and school • Recognition of abilities

  7. “Why Do Students Drop Advanced Mathematics?” Ilana Horn • How to create more “turnaround” students • The “Teacher Expectation Effect” & it’s effect on students • Create more collaboration between math teachers • Create a better rapport between teachers and students • Benefits of semester vs. year long courses • Remove the remedial track

  8. An African American student is struggling in your algebra classroom what do you do? • Move him to a lower class • Tell him to study harder or do more homework problems • Meet with him individually to figure out what is wrong • Ignore him • Send a letter home to get the parents to get them involved

  9. “Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers & Constraints” Balfanz, R. & Byrnes, V. • Focus on middle school • Shortage of skilled, trained math teachers & unequal opportunities to learn challenging math • Bimodal pattern • Implement a strong school-wide reform in math, have increased teacher support & training, & organizational reforms to improve teacher-student interactions and relationships • Create learning environments to promote effort & attendance, as well as create relationships with our students

  10. What is best practice related to this topic? • Teachers should have high expectations & challenge their students. • Schools should offer a way to move up for students who are excelling. • Teachers should support students individually

  11. Bibliography • Balfanz, R. & Byrnes, V. (2006). Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints. Journal of Education for Students Placed at Risk, 11(2), 143-159. Retrieved from http://www.csos.jhu.edu/pubs/EdWeek/JESPAR%20CLosing%20Achievement%20Gap%20Re-Print.pdf • Berry, Robert Q. (2012). III. Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys. Journal for Research in Mathematics Education, 39.5, 464-88. • Horn, Ilana. (2004). Why Do Students Drop Advanced Mathematics? Educational Leadership, November, 61-64. • Walter, Erica M. (2007). Why Aren’t More Minorities Taking Advanced Math? Educational Leadership, November, 48-53.

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