Racism in school curriculums “isn’t limited to history — it’s in math, too,” according to a recent Washington Post piece that accuses current math curriculums of “enshrin[ing] the names of White men” while “blurring” the contributions of others.
Hundreds of America’s top scientists and mathematicians have released an open letter in which they express “alarm” at the likely disastrous consequences of woke K-12 math curricula such as the “Equitable Math’ framework proposed in California.
A measure of long-term trends in the assessment of 13-year-olds’ reading and math achievement has revealed a statistically significant drop in scores over the past eight years, another outcome that points to the failure of the Common Core State Standards.
A new top official in the Tennessee Department of Education came from California where she pushed the concept that math is racist.
Three career academic math scholars gave a stern warning about the “deplorable” state of K-12 math education in the United States as schools prioritize social justice and diversity over merit, thereby allowing China to successfully advance as the world’s leader in science, technology, engineering, and mathematics (STEM).
A landmark report revealed an “outsized” number of elementary teacher candidates is failing state licensure tests, particularly in the primary areas of English, math, science, and social studies.
California’s proposed “equity”-focused K-12 mathematics framework aims to underscore the message that there are no students who are intellectually gifted in the subject area, and that providing tracks for higher-level math students is discriminatory.
California is considering implementing a statewide mathematics framework that asserts working to figure out a correct answer in math is an example of racism in the classroom.
Two Wall Street Journal reporters write that the national experiment in remote learning, courtesy of the coronavirus pandemic, has failed.
Florida Gov. Ron DeSantis (R) announced Friday he is officially putting an end to the Common Core Standards in his state and replacing them with standards that “embrace common sense.”
Results of an international assessment found American teens showed no improvement in reading, math, and science compared to the 2015 results.
Results of the National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, shows U.S. school children have made “no progress” in reading or mathematics over the past ten years.
The Seattle public schools are using math (of all things) as just one more gateway drug into the destructive addiction of victimization.
Only 37 percent of U.S. 12th graders were prepared for college-level coursework in mathematics and reading in 2016, but many public school districts have become fixated on the latest progressive trend of “social and emotional learning.”
A Vanderbilt University professor argues that the field of mathematics is too “masculinized,” which hurts women’s ability to compete in the field against men.
U.S. Secretary of Education John B. King Jr. explains that the just-released dismal National Assessment of Educational Progress (NAEP) test results need to be viewed in light of the seven years of “significant changes” in America’s classrooms due to the Common Core standards.
About 37 percent of U.S. 12th-graders are prepared for college-level coursework in mathematics and in reading, according to the 2015 results of the National Assessment of Educational Progress (NAEP). That’s down from the 2013 assessments.
Hundreds of the Common Core test questions that have already been given to students have finally been released by the Partnership for Assessment of Readiness for College and Careers.
The results of the National Assessment of Educational Progress (NAEP) assessments–known as the Nation’s Report Card–show that only a third of the nation’s eighth graders are at or above the proficiency level in math and only 34 percent are at or above the same level in reading.
Results of national tests administered to approximately 600,000 students across the country demonstrate that – for the first time since the early 1990s – math scores of fourth and eighth graders have dropped. Eighth grade reading scores declined as well, and those for fourth graders remained flat.
