In the serene and refreshing ambiance of a breezy July morning in South Seattle, a group of determined and enthusiastic elementary-aged students eagerly engaged in a series of math relays.
With each passing moment, they dashed towards a table where they fervently scribbled down answers to multiplication questions, only to swiftly return to their teammates, ready to celebrate their accomplishments with a high-five.
These remarkable young individuals are participants in a summer program meticulously organized and executed by the esteemed nonprofit organization, School Connect WA.
The primary objective of this program is to assist these students in regaining the essential math and literacy skills that were regrettably lost during the unprecedented disruption caused by the pandemic.
With a total of 25 students enrolled in this program, it is disheartening to acknowledge that each and every one of them finds themselves behind by one to three grades in their respective academic journeys.
Among the remarkable students involved in this program, there is one 11-year-old boy who, until recently, struggled immensely with even the simplest of mathematical operations, such as two-digit subtraction.
However, thanks to the unwavering support provided by the program and the tireless efforts of his devoted mother, who has committed herself to assisting him every night, this determined young boy has managed to bridge the gap and catch up to his peers.
Today, he proudly proclaims that while mathematics remains an intellectually demanding subject, he has developed a newfound appreciation for its challenges and has grown to genuinely enjoy the subject.
The story of this young boy serves as a poignant reminder of the profound impact that dedicated educational programs, supported by compassionate individuals, can have on the lives of students who have experienced setbacks due to unforeseen circumstances.
The School Connect WA program stands as a beacon of hope, offering a lifeline to these remarkable young minds, empowering them to overcome their educational challenges and fostering a love for learning.
As the summer program continues to unfold, it is evident that the transformative power of education, coupled with the unwavering dedication of individuals like the young boy’s mother, has the potential to reshape the trajectory of these students’ lives, allowing them to reach their full potential and thrive academically.
In the aftermath of the pandemic, many children have faced significant challenges in their education. The impact of the pandemic on students’ math skills has become apparent as schools across the nation struggle to bridge the gap in knowledge.
Education analysts have found that, on average, students are lagging behind by approximately half a school year in math.
While reading skills have also been affected, the decline in math proficiency has been particularly alarming.
The shift to virtual learning has presented difficulties in effectively teaching math, as teachers have found it challenging to guide students through a screen and identify weaknesses in problem-solving abilities.
Additionally, parents have been more inclined to focus on reading with their children rather than practicing math at home.
Consequently, students’ math abilities have suffered greatly, exacerbating existing disparities in math performance based on race and socioeconomic background.
Moreover, the recovery of these skills has been slower than anticipated, causing heightened concerns about students’ future success in high school and beyond.
The Education Reporting Collaborative, an esteemed coalition comprising eight prominent newsrooms, has undertaken the pivotal task of meticulously documenting the alarming math crisis that has befallen schools across the nation.
This collaborative effort aims to bring to light the pressing issue while also shedding light on the remarkable progress being made in tackling this challenge.
The esteemed members of the Collaborative include AL.com, a leading news outlet renowned for its comprehensive coverage; The Associated Press, a globally recognized news agency with an unwavering commitment to delivering unbiased and accurate news;
The Christian Science Monitor, a respected publication known for its insightful analysis and thought-provoking journalism; The Dallas Morning News, a renowned newspaper dedicated to providing in-depth reporting on local and national issues;
The Hechinger Report, an esteemed nonprofit news organization focused on education reporting; Idaho Education News, a trusted source of education news in the state; The Post and Courier in South Carolina, a Pulitzer Prize-winning newspaper known for its outstanding investigative journalism; and The Seattle Times, a highly regarded publication committed to delivering impactful news and analysis to its readership.
Together, these newsrooms form a formidable force that is poised to address the math crisis head-on and create a meaningful impact in the field of education reporting.
The past few decades have witnessed a steady improvement in students’ performance on national math tests, indicating a positive trend in the field of education.
However, recent data from the National Assessment of Educational Progress, commonly referred to as the “Nation’s Report Card,” has revealed a concerning development.
Fourth and eighth-grade math scores have experienced a decline, reaching their lowest levels in approximately two decades.
This disheartening setback has raised alarm among experts in the field, such as Andrew Ho, a professor at Harvard University’s esteemed Graduate School of Education.
Ho has expressed his dismay, stating that the regression in math scores signifies the loss of progress equivalent to that of an entire generation.
This distressing situation is not unique to a particular region, as educators across the country have observed the repercussions of the pandemic on their students’ learning.
For instance, at Moultrie Middle School in Mount Pleasant, South Carolina, Jennifer Matthews, a dedicated teacher, has witnessed firsthand the impact of the pandemic on her eighth-grade classes.
The students, once enthusiastic about learning, have now displayed a concerning indifference towards comprehending her pre-algebra and Algebra I lessons.
According to a concerned educator, students often rush through their academic material without allowing themselves the necessary time to fully comprehend it.
This lack of patience and willingness to invest time in understanding concepts has led to noticeable gaps in their understanding of fundamental math principles, such as basic fractions.
In an attempt to address this issue and aid in academic recovery, some schools have utilized federal pandemic relief funds to implement various strategies, including the addition of tutors and the introduction of new curriculum approaches.
However, the impending September 2024 deadline for allocating these funds poses a challenge, as many students may not have fully caught up by then.
Jefferson County Schools in Birmingham, Alabama, like numerous other districts nationwide, witnessed a decline in students’ math skills between 2019 and 2021.
To combat this, the district utilized pandemic aid to deploy math coaches in all of their middle schools. These coaches work closely with teachers, equipping them with innovative and effective teaching methods.
Encouragingly, the efforts have begun to yield positive results, with state testing indicating a gradual improvement in math scores across most middle schools in Jefferson County.
In the context of Pittsburgh’s school system, where the majority of the student population is African American, special education teacher Ebonie Lamb has been confronted with the emotionally exhausting reality of the inequities that exist among different student groups.
However, she firmly believes that these academic disparities can be addressed through the implementation of culturally relevant lessons and personalized teaching approaches tailored to each student’s individual skill level.
Lamb has devised a unique project called “walk a mile in my shoes” that encourages her students to design shoes and articulate their life experiences.
This project serves as a means for her to gain deeper insights into her students’ lives and establish meaningful connections with them.
Ultimately, these personal connections have proven to be instrumental in enhancing academic performance.
In the previous academic year, Lamb and a co-teacher adopted a small group instructional format for teaching mathematics, enabling students to progress at their own pace and master skills according to their individual abilities.
However, bridging the academic gaps in mathematics education is further complicated by ongoing debates surrounding the most effective teaching methods.
Over time, experts have observed a pendulum swing between procedural learning, which focuses on teaching students to memorize step-by-step problem-solving techniques, and conceptual understanding, which emphasizes the comprehension of underlying mathematical relationships.
Kevin Dykema, the president of the National Council of Teachers of Mathematics, highlights the prevailing stereotype that math is a disliked subject.
Many adults recall their own math education as a process centered on rote memorization. However, Dykema asserts that when individuals gain a deeper understanding of the subject matter, particularly in mathematics, they develop a newfound appreciation for its intricacies and significance.
In conclusion, Ebonie Lamb’s experiences as a special education teacher in Pittsburgh’s school system shed light on the challenges and inequities faced by different student groups.
By implementing culturally relevant lessons and tailoring teaching methods to individual skill levels, Lamb has witnessed the potential for closing academic gaps.
However, the ongoing debate regarding the most effective approach to teaching mathematics adds an additional layer of complexity to this endeavor.
Nonetheless, by fostering a deeper understanding and appreciation for the subject, educators can help students overcome their aversion to math and unlock their full potential.
According to Sarah Powell, a professor at the University of Texas at Austin who specializes in math instruction, teaching math should not be a black-and-white decision.
She argues that solely focusing on conceptual understanding can potentially alienate students who have not yet mastered the foundational skills.
Powell emphasizes the importance of also teaching the less glamorous aspects of math, which may be less interesting but are necessary for a comprehensive understanding of the subject.
This sentiment is echoed by Aggie Gambino, a parent in Spring, Texas, who often turns to YouTube for math videos to help her dyslexic daughter.
Gambino feels frustrated by instructional approaches that differ from her own education and wishes for more transparency from the school regarding teaching methods.
She believes that when parents understand how their children are being taught, they can actively participate in their learning process.
Even at a prestigious magnet school like the Townview School of Science and Engineering in Dallas, the effects of the pandemic on students’ math skills are evident.
Lance Barasch, a teacher at the school, reveals that incoming ninth graders in his summer camp course had to relearn basic math terminology.
Barasch attributes this gap in knowledge to the chaotic middle school years experienced by these students.
However, he remains hopeful that by taking a step back and addressing these foundational gaps, students can ultimately progress and succeed in math.
The Associated Press education team is grateful to receive support from the prestigious Carnegie Corporation of New York.
This partnership allows the AP to continue its mission of delivering high-quality and unbiased education news to its readers.
The Carnegie Corporation of New York has a long-standing reputation for its commitment to advancing education and promoting the welfare of society.
By providing funding and resources to the AP education team, the Carnegie Corporation of New York enables the AP to delve deeper into educational issues and produce comprehensive and insightful content.
However, it is important to note that while the Carnegie Corporation of New York supports the AP education team, the AP remains solely responsible for all the content it produces. This ensures that the AP maintains its editorial independence and upholds its journalistic integrity.
The AP is dedicated to delivering accurate and reliable news, and this responsibility is taken seriously by its education team.
Through its collaboration with the Carnegie Corporation of New York, the AP education team strives to provide readers with the most informative and impactful education news coverage available.