Articles of Interest

Our philosophy and programs are based upon findings from educational research. Here is a collection of recent peer-reviewed studies and other articles that are relevant to improving and expanding educational outcomes for all students.

Articles related to heterogeneous grouping, equity, and detracking

College Bound in Middle School & High School How Math Course Sequences Matter
by Neal Finkelstein, Anthony Fong, Juliet Tiffany-Morales, Patrick Shields, and Min Huang; The Center for the Future of Teaching & Learning at WestEd

Summary: This study digs into the connection between students’ relative success in their middle-school academic experiences and their subsequent performance in high school as it applies to STEM, in order to better understand the degree to which California students stay on the trajectory for STEM-related attendance eligibility at California’s public universities and, if students veer off the trajectory, to better understand when and why. 
Findings include: 
  • Math performance in grade 7 is predictive of high-school math course-taking.
  • While the majority of students who achieved at least Proficient on their math CSTs are those who took algebra 1 in grade 8, geometry in grade 9, and algebra 2 in grade 10, in general this accelerated pathway does not support students who are not proficient in math in grade 7.
  • Many students repeat algebra, but few repeaters achieve proficiency on their second attempt. 
  • Districts are keenly aware of poor student performance in mathematics but less aware of course-taking patterns. 
  • Districts feel great urgency to improve algebra outcomes. 
cftl_mathpatterns_main_report.pdf
File Size: 3473 kb
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Maika Watanabe writes about looking at groupwork in heterogeneous classrooms.
Detracking-Watanabe.pdf
File Size: 286 kb
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Highlights from Dr. Steele's presentation on issues of identity, race, gender, and stereotype threat. 

Claude Steele.pdf
File Size: 191 kb
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What AP Can't Do.pdf
File Size: 167 kb
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Raising Expectations and Achievement. The Impact of Wide Scale Mathematics Reform Giving All Students Access to High Quality Mathematics
by Jo Boaler, Stanford University, co-founder: www.youcubed.org, and David Foster, Executive Director, Silicon Valley Mathematics Initiative

Summary:  This paper shows evidence of a professional development intervention given to 8 school districts in California.  When teachers de-tracked classes, taught all students high-level work, engaged students in rich tasks and used formative assessment, student learning of mathematics increased dramatically. The intervention districts were contrasted with other districts who did not engage teachers in new ways of working. The students in the intervention districts significantly outperformed students in the comparison districts on CST and MARS tasks. This paper reviews the reasons for lower achievement in tracked classes, and the value both of formative assessment and rich mathematics tasks.
raising-expectations.pdf
File Size: 577 kb
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Jo Boaler writes about how de-tracking Mathematics classrooms changes students' lives.
De-Tracking-Boaler.pdf
File Size: 244 kb
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Carol Burris and Kevin Welner describe how a diverse suburban district in New York narrowed the gap by offering its high-track curriculum to all students.
Closing the Gap.pdf
File Size: 331 kb
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Eric Hsu, Judy Kysh, and Diane Resek discuss  how working in well-facilitated small groups on rich problems that are accessible puts students in the position of differentiating the content, processes, and product of their own work. 
hsukyshresek-richproblems.pdf
File Size: 972 kb
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Cathy Seely writes about how to ensure that every student is supported well to succeed in a rich, relevant, rigorous mathematics experience every year they are in elementary and secondary school.
Is Sooner Better?.pdf
File Size: 85 kb
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Recent articles related to the common core

Are math textbooks ready for Common Core?: Recent analysis of textbooks finds that15 to 20 percent of textbooks cover topics outside the Common Core standards, while 10 to 15 percent of the standards are not reflected in the texts.
Nix the Tricks: A guide to avoiding shortcuts that cut out math concept development.
Bigger Gains for Students Who Don’t Get Help Solving Problems: Manu Kapur identifies three conditions that promote a beneficial struggle. First, choose problems to work on that “challenge but do not frustrate.” Second, provide learners with opportunities to explain and elaborate on what they’re doing. Third, give learners the chance to compare and contrast good and bad solutions to the problems. 
High School Students Receiving Instruction Focused on “Deeper Learning” Do Better in Math and English and Have Higher Graduation Rates than Their Peers
California study finds harm for some in repeating algebra, questions whether it benefits anyone