Equity, Standards, Pathways, and Options Part 2

 Equity, Standards, Pathways, and Options 

Part 2

After a week of reflecting on the most recent meeting I am ready to discuss what we met about on the standards revision committee.

The 2+1 model is clearly the way we are heading and rightfully so.  The idea of two core classes (more than likely Algebra 1 and Geometry, not necessarily in that order, or an integrated approach to the two) makes so much sense for so many students.  Then, choosing the course that means something for the student.  This could be a UW-Gateway course such as College Algebra (Algebra 2 equivalent), Quantitative Reasoning or Statistics.  It could also be a different elective a school offers.  However, all of this is dependent on the standards.

To that end, we started looking specifically at the standards.  The overwhelming consensus from the statewide feedback was that major changes were not necessarily needed but there was cleanup that needed to be done.  The initial question:  Is a + standard a standard?  I don't believe it is and the longer I consider that idea the more I settle on that realization.  It is by definition "beyond the core."  Therefore, not a standard.  Does that mean it is not meant for instruction?  Not necessarily.  It can and should be instructed for students seeking a career in STEM.  Not for students who are not desiring a career in STEM.  These are courses beyond the 2+ level.

What are some of these standards we are discussing?  They are things like complex numbers.  We are still working through the standards but complex number concepts are common standards that are discussed regularly.  Does every student need to know and understand what a complex number is?  Or is it enough that they understand when real solutions do not exist.  So far, the latter is a stronger argument.

Tomorrow, I personally am looking forward to the additional discussions and reviewing the remaining standards.  If we can reduce them to a more manageable quantity while focusing them without drastically changing them, it will help students.  If, while doing this we can organize them in a manner that promotes equity while maintaining rigor we have a major win.  

I actually feel we will get there soon!