High Fidelity Teaching: Understanding the Significance of Stereotype Threat in Mathematics

Engagement is an essential element to learning. Why is it so difficult to engage some learners --especially in mathematics? This interactive session will focus on strategies for engaging all learners for optimal learning with special consideration given to ‘stereotype threat’ and ‘fixed mindset’ as potential barriers to engagement in mathematics, particularly for diverse learners.

Why do students not engage with mathematics in the U.S.? Many explanations exist:

• Students just don't care and/or aren't motivated
• Parents don't care
• Students lack ability
• Poor teaching methods in schools/universities
• Foundational knowledge is lacking

I provide an alternative to the common themes above: Stereotype Threat and explore the following:

• What is Stereotype Threat Theory?
•  Fascinating research
• Who is affected? 
• What are the effects of Stereotype Threat?
• What can we do about it?

Here is the link to my presentation for Michigan Council of Teachers of Mathematics 2014:

http://bit.ly/MCTMStereotype
 

Does Grade Retention Work?

The Michigan legislature is considering HB 5111, which mandates retention for 3rd graders who do not pass the state reading test, even if they are proficient in all other subjects, and HB 5144, which requires support for struggling readers and provides for alternative reading proficiency assessments, although it is contingent upon passage of HB 5111.

While at first consideration, holding kids back might seem like a good idea, this is one of those counter-intuitive issues. A vast body of research exists that shows that retention at best, has little to no lasting effect, and at worst, is a disaster for the lives of children who have been retained. Unfortunately, this policy will largely impact children who are living in poverty.

Regardless of which side of this debate you find yourself, relying on intuition isn't enough. Make sure you are well informed. If you are aware of any additional resources, please feel free to post them in the comments below.

I've compiled a number of resources on the subject of grade retention below:

Larry Ferlazzo's extensive list of resources for information on grade retention

Nancy Flanagan's most recent blog post: "The Third-Grade Crackdown Club"

My updated blog post with additional links: Keeping 3rd Graders Behind

Oakland Schools Blog includes video with Dr. Joan Firestone: Intervention Beats Retention

UPDATE: 3-26-14: John Hattie's Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Acheivement, page 97, effect size of retention: -1.5 (yes, that's negative 1.5)

Keeping 3rd Graders Behind

(SEE UPDATES BELOW) In his Mlive article, Should third-grade students with reading trouble be held back? Take our poll, Brian Smith describes a proposal introduced on October 29, 2013 by Rep. Amanda Price, (R-District 89). The bill is now being considered by the education committee of the Michigan House of Representatives. House Bill 5111, creates a law that would prevent any student from enrolling in 4th grade who has not achieved a score of "proficient" on the 3rd grade Michigan reading assessment. This applies both to students currently enrolled in a public school or public school academy (charter school) as well as students new to that school. No exceptions.

This is an equity and social justice issue. Below, is the comment I posted in response:

Brian Smith--you've cited one study, I hope you will continue your research into this incredibly important issue. There are hundreds of studies that have been conducted on retention. Overall, they have found that retention is not an adequate solution, for example see this article in ASCD's, Education Leadership (March 2008) that analyzes the research literature on the subject of retention up to that date:

http://www.ascd.org/publications/educational-leadership/mar08/vol65/num06/Grade-Retention.aspx

Not only do short-term gains quickly disappear, students who have been retained continue to struggle, have higher special education placements, are much more likely to drop out, and more than twice as likely to be minorities. The statistics show that "Black students are more than twice as likely to be held back as white students, and boys twice as likely as girls (National Center for Education Statistics, 2006)." The author concludes that "Although individual studies can be cited to support any conclusion, overall the preponderance of evidence argues that students who repeat a grade are no better off, and are sometimes worse off, than if they had been promoted with their classmates."

Other than for symbolic, political reasons, why would we do this to children when we know it doesn't adequately solve the problem? It seems to me that tax dollars that would be required to educate retained students for an additional year (that is, if they don't drop out first) would be much better spent on early interventions in Preschool to 3rd grade, where research has demonstrated it makes a real difference.

Research on early interventions/preschool:

http://www.nytimes.com/2013/10/22/us/language-gap-study-bolsters-a-push-for-pre-k.html?smid=tw-share&_r=0  (Hat tip to @Kyle_Mayer1 Assistant Superintendent, Instructional Services, OAISD)

HighScope Perry Preschool longitudinal study

UPDATE 11-23-13: John Hattie's meta-analysis indicates a negative 'effect size' for retention of -0.16. Check out this graphic of 138 effect sizes that impact learning and student achievement, adapted from Hattie's (2009) Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement
Also, check out Hattie's 2012 book, Visible Learning for Teachers: Maximizing Impact on Learning

UPDATE 12-4-13: Nancy Flanagan's blog post "The Third-Grade Crackdown Club".

UPDATE 1-20-14: Michigan lawmakers and educators continue to work on bill that would flunk 3rd graders via @MichiganRadio http://bit.ly/1e8Dclu

UPDATE 2-21-14: Oakland Schools blog post includes video with Dr. Joan Firestone: Intervention Beats Retention

Early Number Sense

One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs.  (Geary,  Hoard, Nugent, & Bailey,  2013).

In the three sections of MTH 222, Mathematics for Elementary Teachers II, that I'm teaching this semester at Grand Valley State University, my students are learning about research-based games that help elementary students develop number sense and gain a conceptual understanding of place value. An article in the Education Week blog Inside School Research features the results of a longitudinal study published in the current edition of the online journal, PLoS ONE. The study found that number sense is a better predictor of students' later math achievement than counting or other speed-based measures. The authors go on to conclude that "first grade number system knowledge predicts seventh grade functional numeracy" (Geary et al., 2013). As teachers, we must be prepared to assess and evaluate our student's early number sense. And, more importantly, provide appropriate intervention experiences that immerse our students in rich experiences that expand their early understandings of the relationships between numbers.

So, tonight I was doing a Google search for games that promote number sense--in particular a game called Part-Whole Bingo from Contexts for Learning Mathematics Investigating Number Sense, Addition and Subtraction. I came across a blog post I wrote on 'Mrs. Coffey's Classroom Blog' a few years ago when I was teaching 1st grade at Edgewood Elementary school at Fruitport Community Schools. What a wonderful surprise!

Here is the photo I posted on that blog on February 26, 2010.

I'll be using this game, as well as a few others, in my presentation at the  Math In Action 2013 Conference this Saturday at GVSU and introducing it to my pre-service teachers in class next week.

Geary DC, Hoard MK, Nugent L, Bailey DH (2013) Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge. PLoS ONE 8(1): e54651. doi:10.1371/journal.pone.0054651