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FALL 2008 4 District Wide Impact IN THIS ISSUE: 2 Anniversary Conference 2 University Expertise 2 Measuring Outcomes - Giving Voice 3 AP Recognized for “Transformative” Education 3 Grant Triggers Fundraising Initiative ALGEBRA 3 Kickoff meeting Features Organizing Strategies PROJECT FALL 2008 4 District Wide Impact Cohort 1 - 2006 grads from Jackson, MS Cohort 2 students reporting their PDPD: designing PD for professional developers making recommendations to DRK12 project recommendations to DRK12 of high school cohort teachers (Aug 2008) participants (Oct 2008) participants (Oct 2008) CHARLEYNE AND DANIEL SUPPLEMENT AWARDED BY NSF FOR Two 10th graders from Edison High School, in the Liberty City neighborhood of Miami, recently COLLABORATION OF MATHEMATICIANS described their opinions of the Algebra Project in a video posted on YouTube: AND SCHOOL-BASED EDUCATORS http://www.youtube.com/watch?v=boeT69PrMRY ttention to how students learn math Charleyne: The Algebra Project tries to help kids that are not the best in math… usually in math you has been a central focus of the Alge- see the numbers, but the AP helps us behind the scenes with the words and how to really understand bra Project in classrooms for over 25 years, and what you’re doing throughout this period, the project also sought out mathematician advisors. Daniel: it prepares you for college, and for future classes you’ll be taking. As the project entered high schools, it has in- Charleyne: we do a lot of presentations because Bob Moses feels that it’s better for us to speak out volved more university faculty to contribute to and say what we’re learning and show what we’re learning instead of him just standing up there and the design of instructional materials that refl ect saying, “oh, yes, I’m teaching my kids this, they know this, they know that,” … it’s like a Big Brother Big the project’s pedagogy, and in working with Sister program…you know, it’s not that much people that… actually have patience with us…the Alge- its experienced AP professional development bra Project has done that …you know, everybody deserves to have a fair education no matter what specialists. area you’re from, no matter whether you go to private school, Catholic school, or, just as they call it, an “urban ghetto school.” The result is a new context for defi ning the competencies needed by those who lead pro- Daniel: the Algebra Project and YPP (Young Peoples Project) has actually got into my personal life be- fessional learning for teaching. Past research cause before that I used to be like one of the kids who used to hang out on the street and sometimes shows that the cultures of university mathemati- do bad things, but, ever since I started this project, this program has changed my life just completely, cians and school-based educators differ, pos- I’m not on the street anymore, my self-esteem is very high, I have good thoughts about myself, I’m not sibly due to their differential focus on subject a trouble maker, this is my focus right here…. matter, versus students, and the different re- ward structures for their work. The NSF recently Charleyne: and a lot of people in the project had given up on thinking about college, cause they awarded $244,000 to deepen this critical col- didn’t think they was gonna make it happen, and then when the Algebra Project and YPP got into our laboration. lives, they started saying that there is hope. This team is designing a workshop for Spring Daniel: I know I feel lucky, it’s like I fell my way into the AP. 2009 that will prepare facilitators of Summer 2009 teacher institutes. This program also incor- porates lessons learned from the project’s Train- ing of Trainers (TOT) program in the 1990s. 2 UNIVERSITY EXPERTISE MEASURING OUTCOMES GIVING VOICE World-class mathematicians and scientists are col- laborating on design of high school materials for the Fifteen years ago, there was very little education classroom. Greg Budzban (Southern Illinois Univ.); research on students in under-served populations. Ed Dubinsky (Florida International Univ.); David Hen- Although research has increasingly targeted these derson (Cornell), Staffas Broussard (Univ. of New communities, and more results are available due to Orleans); and Gary Benenson (CCNY) are design- the No Child Left Behind mandates, programs of- ing materials. In addition, Herb Clemens (Ohio State ten are measured by short-term outcomes – gains Univ.); Pete Gilmore (Northeastern); Janet Beissinger in test scores – rather than in long term, meaningful and John Baldwin (Univ. of Illinois-Chicago) are col- change in student results. laborating with the Young People’s Project, who will provide out-of-school programs that are considered In contrast, the bottom line for the Algebra Project essential for student success. Deborah Ball and has always been long-term effects on students’ mo- colleagues from Univ. of Michigan, who are nation- tivation, participation in the community, and aca- ally known experts on the mathematical knowledge demic achievement. This requires that students be needed specifi cally for effective math teaching, are tracked for more than three years. Under the new collaborating with Nell Cobb of DePaul Univ. and a NSF grant, students in four sites that have never be- group of the project’s teaching specialists. Dr. Ball fore been associated with the Algebra Project will also served on the President’s National Math Panel be tracked from Grade 9 into college, noting not YPP staff with advisors: Herb that developed recommendations for the future of only their academic achievement, but also to give Clemens (OSU), Pete Gilmore mathematics education in the USA. voice to their attitudes and reasons for participation. (Northeastern), John Baldwin Student attitudes—and how to change them—have (UIC), Janet Beissinger (UIC) In collaboration with teachers, teams are designing also been the subject of intense debate in past re- experiential classroom materials for Algebra (seven search. Ours will feature collaboration between Al- modules currently being piloted, including several gebra Project evaluators and YPP staff, to insure that contexts for learning functions, integers, matrices, students’ views are captured with accuracy and in polynomials, probability and statistics), Geometry, detail. The grant will be evaluated for its potential to ANNIVERSARY CONFERENCE Trigonometry, Discrete Mathematics, Classical Func- create in cohort students: tions and other concepts. This sequence will pre- The Algebra Project and Jackson State University pare students not only to pass mandated tests, but positive attitudes toward math and confi dence in co-hosted a national conference, “Raising the Floor: also to take college-level mathematics courses. The their own mathematical thinking; Quality Public School as a Civil Right,” July 24-27, modules are accompanied by teacher-designed 2008 at JSU with 25 plenary and concurrent work- a desire and capacity to engage in deep guides. On an Algebra Project Wiki, teachers will mathematical thinking about various concepts; shops for more than 200 participants from around be able to customize the modules, add comments the country. JSU President Dr. Ronald Mason and to the guides, share adaptations, and disseminate a willingness to demand engagement from their Director of Accountability & Coordination Dr. Cur- customized versions. peers, and to take responsibility for the classroom tis Johnson and his staff were instrumental in this environment; successful gathering, which included sessions ad- an insistence on support from adults, including dressing education policy, instructional materials teachers, parents, administrators and development, community & site development, ex- government offi cials. perientially-based mathematics education peda- gogy, integration of the arts in mathematics, and Acceleration, not remediation our Cohorts initiative. The Algebra Project advocates an enriched math- We were fortunate to have renowned Civil Rights ematics curriculum that explores key concepts in Movement historian Constance Curry present her Celebration at Petersburg VA Oliver Hill Sr. depth, and prepares students for college math- fi lm, “Intolerable Burden,” which documents how, Teacher Academy Open House ematics. Research shows that too many US students in 1965, the Smith family children integrated an all pass their state tests and graduate from high school, white public school district in Drew, MS. In short the but place into remedial mathematics in college. fi lm illustrated both the current and historical need Community colleges, state universities, and even for strategies that address the root causes of ineq- private colleges, are fl ooded with unprepared stu- uity in education and opportunity in the USA for all dents. students. Lanier High School Cohort at Jackson State Univ. The Algebra Project collaborating mathematicians With the assistance of Alfonso C. White of Action are familiar with this situation, and committed to Communication and Education Reform, and the changing it. The fundamental goal for instruction is Mass Communications department of JSU, segments The Algebra Project Wiki of the conference were videotaped. We aim to pre- to prepare students NOT ONLY TO SUCCEED ON pare clips for our website to share outcomes. Many The Algebra Project uses strategies for face-to- STATE TESTS AND THE ACT or SAT, BUT TO PLACE of the sessions were designed by our partners QECR face local and regional organizing that origi- OUT OF REMEDIAL MATH COURSES ONCE THEY and YPP, as well as volunteer presenters ranging nated in the Civil Rights Movement of the 60s. ARRIVE IN COLLEGE. In other words, the project from student groups in Chicago and the Baltimore intends to prepare students well enough that math- As part of this new grant, it will also develop Algebra Project, graduate students from Austin, and ematics is not an obstacle to their chosen major or strategies using on-line technologies for col- Dr. Vincent Harding of the Veterans of Hope Project career.
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