Many NYC schools have embarked on a grand experiment, using radically different and unproven materials and methods for mathematics education.

What should parents do?

I. PARENTS MUST ENSURE THE MATHEMATICS LEARNING OF THEIR OWN CHILDREN

This may not be an easy responsibility to fulfill, but parents should not assume that the educational system will sufficiently provide for their children's needs, even if their children get good grades in math.

How can parents fulfill this responsibility?

• Parents can identify learning goals for their children

  NYC schools adhere to three math standards documents, two written specifically for NYC: NYC Edition of the New Standards Performance Standards for Mathematics which are based on the NCTM standards and define expectations at three levels only: 4th, 8th and 10th grades. These standards are vague, focus on constructivist pedagogy and prescribe a "fuzzy" approach, lacking rigor, an algorithmic approach and formal methods found in traditional, college preparatory math standards (see Bill Quirk's analysis); and A Standards Based Scope and Sequence for Learning which in some senses reflects the New Standards Performance Standards for Math, but offer grade specific content standards, K-8. The third standards document relevant to NYC is the New York State Learning Standards for Math, which define expectations at three levels of study: elementary, intermediate and commencement. Parents may also refer to the NYS Resource guide with Core Curriculum which expands on the NYS Learning Standards and defines expectations in two-grade bands through 8th grade and Math A and Math B.

  Over the past several years every state has adopted new math standards, of widely varying quality. (See the Fordham Foundation's comparative evaluations of state math standards, done in detail in a 1998 Report and updated in a 2000 Report.) NYC HOLD strongly endorses the California Mathematics Content Standards. California's standards have been widely acclaimed as the best in the US, world class, rigorous, coherent, and articulate expectations in clear and objective, grade specific terms.

• Parents can study their children's math texts

  The learning objectives should be kept in mind when reviewing a textbook. Parents can think about which learning objectives can be achieved by using the textbook and which will need extra experiences. In most of the "reform" math programs, texts are not used, making the task of identifying what is being taught in school and assessing your child's progress, extremely difficult.

• Parents can promote learning at home

  Students need to spend sufficient time working on mathematics at home. They need a reasonable work environment and good study skills as well. They may need supplemental materials to study in order to meet their needs.

• Parents can follow their children's progress carefully

  This means more than just looking at the grades that come home from school. Parents can watch their children do math to learn what they can and cannot do. Parents can give problems to their children to evaluate their progress. Parents can refer to the NYC, NYS or California learning objectives and monitor progress toward these goals throughout the year.

• Parents can find ways to get the extra experiences that might be required

  This may mean parents have to work with their children themselves, or encourage the teacher to provide supplemental instruction. Parents may enroll their children in an afterschool class or tutoring school, or pay for sessions with a private tutor. Whatever might be required, it is up to parents to take the initiative to ensure that their children's needs are satisfied.

• Suggested instructional materials to use at home or by a tutor:

  Singapore Math Books. These textbooks closely follow the latest Mathematics Syllabus issued by the Singapore Ministry of Education. Singapore students consistently place first in the world in international assessments. The textbooks require a degree of mathematical knowledge on the part of the instructor. For information on ordering, call 503.722.5671 or go to their Web site. A placement test is available to assess your child's level of mastery and the appropriate course level.

  Saxon Math Books. These are widely used by US homeschoolers, and their elementary series meets the rigorous standards for use in California schools. For information on ordering, call 1.800.284.7019 or go to their Web site. A placement test is available to assess your child's level of mastery and the appropriate course level.

  California textbook adoptions. In California, K-8 math programs must be sanctioned by the California State Board of Education to receive state funding. The approved programs have been determined to comply with the state's rigorous mathematics standards Please note that some of the texts on the state adoptions list are California editions, when ordering specify this. For the list of the adopted programs see here.

• Afterschool classes, schools and tutors:

  Some schools offer traditional math instruction in after school classes. Some of the classes are arranged for and funded by the school's Parents Association. After school and weekend classes are offered at many NYC tutoring schools. The names of some schools parents have recommended: Huntington Learning Centers, Sylvan Learning Centers, Kumon Centers, Score!, and Math-1-2-3. There are many very reasonably priced tutoring schools located in the Chinatown area in lower Manhattan.

  Private math tutor fees normally range from $80 to $250 per hour. Ask friends and acquaintances for referrals. Some currently employed teachers with the NYC BOE tutor privately. Teachers are authorized to tutor students, except those who attend the school at which they are employed. Parents may inquire at their child's school for a list of teachers who provide math tutoring, employed at schools nearby. Parents may consider hiring a responsible high school student to tutor their younger children. Parents might inquire first about student referrals in the offices of Stuyvesant, Bronx Science and Brooklyn Tech.

II. PARENTS CAN HELP ADVOCATE FOR RIGOROUS COLLEGE PREPARATORY MATHEMATICS PROGRAMS IN OUR SCHOOLS

This too may not be an easy responsibility to fulfill, however parents should view their participation in efforts to press NYC schools to provide their children the right to quality mathematics programs and instruction an imperative, and their civic responsibility.

How can parents fulfill this responsibility?

• Parents can become more knowledgeable about their children's math programs

  Some schools and districts maintain a parents' library where copies of the school's math programs and other relevant material may be reviewed. Parents can visit the Web sites of the publishers of their children's' math programs. (A quick Google searchwill bring up their Web sites.) Parents can visit education Web sites (such as ours and www.mathematicallycorrect.com) that provide program reviews, research, information on the program's adoption in other regions of the country, and about the philosophy and history of the current US school math reform.

• Parents can learn as much as possible about the nature of the actual instruction and regular assessments their children are receiving

  Parents can make inquiries and share information with other parents at their childrens' schools, arrange to visit classrooms, schedule meetings with classroom teachers and administrators, ask for information and initiate discussions about math instruction at PA/PTA and SLT meetings.

• Parents can learn about the city and state math assessments administered to their children

  Although the tests are shrouded in secrecy, there is some information available to parents at the NYC and NYS DOE Web sites. (see http://www.nycenet.edu/daa/test_info/ and ) Parents can make inquiries about test content in discussions with their child's classroom teacher. Any parent or legal guardian has the right to review their child's performance and the actual test, from the previous year. Parents may schedule a time for this review with the director of assessment at their local district office. Note taking is allowed, photo copying is of course prohibited.

• Parents can become more knowledgeable about the profiles and achievement trends of their childrens' school, community school district and the NYC system

  Parents can research their school and other schools by visiting the NYC DOE Web site to access information posted on official school and district Web sites (see http://www.nycenet.edu/dist_sch/ and); in school and district annual reports, in city and state assessment reports and various reports and analysis made available through the Division of Assessment and Accountability. (see http://www.nycenet.edu/daa/ and http://www.emsc.nysed.gov/ciai/mst/math.html

• Parents can help educate their parent and school community

  Parents can share information with other parents informally and at PA/PTA and School Leadership Team (SLT) meetings. Parents can share information by speaking and/or distributing literature at districtwide meetings, such as meetings of the Presidents Council, Title I/PCEN Parent Advisory Council and the community school board. Parents can share information by speaking and/or distributing literature at citywide parent meetings, such as meetings of the Chancellor's Parent Advisory Council (CPAC) and the United Parents Association (UPA)

• Parents can write letters to educators and administrators

  Parents can relay to classroom teachers, principles, district and central board education officials, their experiences, concerns and suggestions, and express their values and standards for their children's mathematics education.

• Parents can make appeals to elected officials

  Parents can cc letters they have written to educators to city and state elected officials, most importantly to Mayor Bloomberg. Parents can write letters directly to their elected officials. Our elected representatives have a responsibility and a duty to be informed of NYC parents' experiences, concerns, suggestions and opinions regarding the public education of their children. And, most importantly our elected officials have a duty to understand, support, and advocate for parents' values and standards for their childrens' education.

• Parents can utilize the press to inform and advocate

  The press can be a valuable ally to parents as a means for the dissemination of information and perspectives to the larger parent community and the general public, and to hold the system accountable by helping to "persuade" education policy makers and elected officials to take seriously parents' concerns and desires for improvement in the quality of their children's education. Parents can submit letters to the editor or op-eds to local and citywide newspapers. Parents can contact news reporters and columnists with story ideas.

• Parents can join the efforts of NYC HOLD

  Parents can join our email list to receive news, updates, information and announcements of upcoming events or activities. Parents can join us in future advocacy efforts, such as letter writing campaigns, open letters, petitions, speak outs, public forums and meetings with education officials and elected representatives. Parents can volunteer technical services or provide other knowledge or skills to help us meet our goals Parents can share suggestions and ideas with NYC HOLD for how we can effectively advocate for a system in which quality mathematics instruction is a privilege extended to all our city's children and in all our schools. (Please email your suggestions to nycholdnational@gmail.com).

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Elizabeth Carson Email: nycholdnational@gmail.com