Inside Four Walls: But I averaged a B in high school...

I have mentioned Catch-22's in the past and this one is particularly close to my heart. Apparently getting a B in high school isn't that special. You know what a B gets you in high school, remedial classes in college.

Ninety-four percent of Chicago Public Schools graduates who go to city community colleges need remediation in math. Most also need to work on basic reading and writing skills. Many thought they were doing well in high school. 

Eighty-five percent of California’s incoming community college students aren’t prepared for college math and 70 percent aren’t ready for college English. Four out of five remedial students had a B average or higher in high school. Instructors are experimenting with accelerated remediation to get students into college-level classes quickly.

This doesn't surprise me at all. We are told to pass these kids and make them feel good about themselves. We don't want to fight any kind of battle about failing a student, why? Most of the time it's because teachers don't get that support from the administration to fight back. Most of the time they take the path of least resistance. How is that working for us?

When I failed a senior, the parent wanted a grade change because I didn't send home written notification. I did however have a face to face meeting. The parent heard that she needed a written notice or the grade would change to a D. I had to fight and print out Edcode before I finally got them on my side. How many teachers are willing to fight that hard?

This all goes back to one of my first Catch-22s. I was told to make my class grades reflect their state test score and when I did that, what was I told? I had too many F's and that I needed to have higher grades. So what do you want? Feel good grades or grades that match what they know?

The Last Laugh: Bonus pay not getting the best teachers

At least in Washington state. According to the report, via Joanne Jacobs;

• Even with an additional $5,000 “challenging schools” bonus, fewer than 1% of Washington’s NBCTs move from low-poverty to high-poverty schools each year
• The proportion of NBCTs teaching in challenging schools is increasing, but only because teachers already in those schools are gaining certification and because the state’s challenging schools list has grown each year
• Washington’s NBCTs appear no more likely than other teachers to stay in challenging school assignments

File this one under no duh as well. Seriously, who would want to go teach at a low poverty school? I can only imagine the struggles that teachers must deal with on a daily basis. I have read a few blogs about it and it definitely isn't worth $5000.

And let's add in a classic "Catch-22" scenario. With more and more states wanting to tie a teacher's salary to state testing results, who would want to go and teach in an area that won't produce high results? And if the state says "you know, those low income schools, they don't need to have high results." Then how can you justify giving those teachers bonuses when they don't need to show results? Ahh education, don't you just love it?

Inside Four Walls: CSTs over & another Catch-22

So the CSTs for this year are done. This is my favorite part because the students complain about how I didn't teach them this or that. This always leads to another Catch-22 in teaching. We are supposed to cover the entire book by testing. If I go faster to finish the book, then the students will have only skimmed through the material, not really grasping all of it. If I go slower, then they won't be able to do some of the test because the won't be exposed to all of it.

I remember my first year of teaching Geometry at another school. We didn't even get to circles and those kids were blown away when they saw the test. They, of course, didn't do well because of it. So there is a fine balance somewhere...but where?

Inside Four Walls: CSTs are here!

Ok well I have talked about my CSTs a few times before, so nothing new here. But what I think I will do is try to predict my scores. I was told a few years ago to try to make my class grade match what they will get on the CST. I have done this by eliminating almost all partial credit and making my homework score worth less than before.

By doing these two things, their grades have been almost dead on to what they get on the CST. But in doing so, administrators want their class grades higher, without inflating them. Ahhh the ole Catch-22. I guess they want us to tutor them on the side. One teacher suggested we not work as hard because if we are still successful with 36+ students, then they will expect it every year. No comment...yet.

As for my prediction, with a little rationing behind it. I took the percentages of students that have a C or higher to come up with my numbers. These are the top percentages I can see of my students being proficient or advanced, because we all know basic or lower doesn't count.

• Algebra B - 53%
• Algebra 2 - 60%
• Geometry - 53%

I would be happy with those, but my gut tells me they will be lower, not higher. Oh well, let's have them take the test and then wait til summer for the results to come in.

Inside Four Walls: Catch - 22

So this last week I gave tests to my Geometry and Algebra 2 classes. Both classes did extremely well on the tests, with class averages into the high 70's and a ton of A's & B's in all of them as well. So what's the problem?

For state tests, calculators are not allowed. I have taken away their calculator in my Algebra 2 classes and have gotten some complaints about it, even though I keep the numbers relatively small. But in Geometry, if I take away their calculators then I am left with creating 30,60, 90 & 45,90 triangles...which narrows my figures down to equilateral triangles, squares, and hexagons. So I find myself allowing calculators for Geometry. So do I prepare them for the test or do I let them use it so I can broaden my questions?

In Geometry we tested on surface area and volume. For those that haven't taken Geometry in years there are about 2 formulas for each 3-d solid (prisms, cylinders, cones, pyramids, and spheres). That's ten formulas. I used to put them on the test because they were on the released questions for the CSTs. Last year, our students said they weren't. So I wasn't planning on giving the formulas to them, but I did.

The same goes for Algebra 2. We finished up series and sequences. There are about 6 formulas they need to know for the material. I put them on the board in random order, so they would have to know something about them. But it still made it easier for them.

So here's my catch-22. If I don't give them the formulas, then I am preparing them for the CSTs, but they will probably fail the test and might not pass the class (I struggle with things like this every chapter). But if I give them the formulas, then they won't memorize them and know them for the CSTs even though they pass the chapter test.

So the question comes down to what's more important the chapter tests/class or the CSTs?