Danny Jaye, the asst. principal for math at Stuyvesant, is on record saying that the math curriculum used in most District 2 schools (TERC and then CMP) is substandard, and that most of the students who go to Stuyvesant from the district have to be put in remedial math course when they get there. It doesn’t matter whether they are in a “gifted” program or not – the curriculum simply does not prepare them for either the test or the work that they will do once they get there.

I have no idea whether the math used in most other schools and districts is sufficient, but I doubt it. Everyday math is the mandated curriculum in most elementary schools, not sure what’s standard in middle schools – but any program is better than TERC in preparing kids to do “real” math.

Even so, throughout the city, the most prepared students for the Stuy test are those who went to private school in middle school – though “gifted” programs or schools in D3 or in Brooklyn or Queens might be better. I received an email from a Chinese public school parent who assured me that many of them have their kids tutored in math to prepare for the test starting in 1

^{st}grade!Leonie Haimson

Class Size Matters

124 Waverly Pl.

New York, NY 10011

212-674-7320

www.classsizematters.org

**From:**nyceducationnews@yahoogroups.com [mailto: nyceducationnews@yahoogroups.com ]**On Behalf Of**LRN1212@...

**Sent:**Saturday, August 19, 2006 10:32 AM

**To:**nyceducationnews@yahoogroups.com

**Subject:**Re: [nyceducationnews] Minority Students Decline in Top New York SchoolsMy son was in 8th grade about six years ago. I sent him to a tutoring class at the beginning of 8th grade to prepare him for the high school exam. I soon found out that he was a year behind what he needed to know in math to pass the exam. He attended a District 15 school in Brooklyn , and a District 2 Manhattan school for middle school. The math program that they were following and I believe many other school districts were using, did not prepare students for the exam. He would have had to have been in a "gifted" program or perhaps in some kind of "accelerated" program. I am a NYC teacher, but did not know that what he was learning in math was not enough. My son is now in college and one of his favorite and easiest subjects is advanced math, so it was not that he did not have the ability to do more advanced math work......but that he was not given the chance.

I do not know if the current math program in NYC schools prepares students for what they would need to know to do well on the specialized high school exam, but if not, then it is serving as a way to keep most students out. Lisa

- As a NYC teacher and parent, I wrote about the fact that my son was not prepared mathematically to be successful on the specialized high school test. The point I was trying to make was that every student in NYC should be given the skills needed to pass a NYC test for high school. (I also agree that one high stakes test is not the only measure that should be used for admission) He was a year behind what he needed. Whatever method or curriculum is used, it seems like the system is setup against student's who's parents do not know or cannot spend large sums of money getting their children tutored. I didn't know, and I am a basically a middle class parent who has tried to "know" the system so that I can get my kid the best education here in NYC. The point is the system is not fair.PS I do believe in a constructionist method of teaching math. My son has a much better grasp on understanding fractions and other basics of math than I do. He can figure out math by reasoning while I have to try and remember the "formula," which I often can't. That said, I do think we need to integrate some of the rote learning of facts and formulas also! In the elementary school in which I teach we had an AUSSI staff developer who liked Everyday Math, but also gave teachers on each grade level different work they could do to help kids memorize the facts they would need. Lisa