Pursuing Equity and Excellence in Mathematics: Course Sequencing and Placement in San Francisco. Policy and Practice Brief

Autor/in	Knudson, Joel
Institution	California Collaborative on District Reform
Titel	Pursuing Equity and Excellence in Mathematics: Course Sequencing and Placement in San Francisco. Policy and Practice Brief
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Educational Policy; Mathematics Education; Middle School Students; Heterogeneous Grouping; Grade 6; Grade 7; Grade 8; Board of Education Policy; Equal Education; Racial Differences; Mathematics Achievement; Algebra; Secondary School Mathematics; Ethnicity; High School Students; College Readiness; California (San Francisco) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Politics of education; Bildungspolitik; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rassenunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; High school; High schools; Oberschule; Studentin
Abstract	In the face of stagnant achievement and persistent achievement gaps in mathematics, school districts have enacted a variety of changes to varying levels of success. On the heels of an Algebra for All model that failed to generate desired outcomes of students, San Francisco Unified School District adopted a policy in 2014 that dramatically changed its sequence of mathematics courses. The district completely de-tracked its middle school classes, enrolling all students in the same heterogeneously grouped courses for Grades 6, 7, and 8. San Francisco's policy represents a significant departure from traditional approaches to organizing mathematics courses, and early outcomes appear to validate this approach. This brief describes the rationale behind the district's decision, the nature of the new policy, and the promising results the district has experienced so far. (As Provided).
Anmerkungen	California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: https://cacollaborative.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01