“Far too Fuzzy Math Curriculum is to Blame for Declining NYC Test Scores”

Elizabeth Carson:

Here’s a math problem for you: Count the excuses people are trotting out for why schoolkids in New York City and State did poorly in the latest round of math scores. The results showed just 57% of the city’s and 66% of the state’s students performing at grade level – and a steady decline in achievement as kids got older.
It’s about family income, said an article in The New York Times. “The share of students at grade level in affluent districts was more than twice as big as in impoverished urban districts.”
It’s about unfair funding levels, said state education Secretary Richard Mills.
It’s about class size, said activist Leonie Haimson.
Wrong again, claimed other observers. The real culprit was a new test.
If, like me, you’re running out of fingers – and patience – there’s a reason. Nobody spinning the test scores is zeroing in on the single biggest reason math achievement in New York City and state lags and will continue to lag: Our schools use a far-too-fuzzy curriculum that fails to give kids rigorous instruction in the basics.
In New York City, the program required in the vast majority of schools is called Everyday Mathematics. Chancellor Joel Klein swears by it. If you ask administrators to explain it, they’ll use just enough jargon to make it sound decent.
But the truth is, Everyday Math systematically downplays addition, subtraction, multiplication and division, which everyone knows are the foundations for all higher math. Instead of learning those basic four operations like the backs of their hands, students are asked to choose from an array of alternative methods, such as an ancient Egyptian method for multiplication. Long division is especially frowned upon.

Everyday Math is used in the Madison School District. Much more on Math curriculum and politics here. Via Joanne.
Carson is Co-Founder and Executive Director of NYC Hold:

The performance of American students in mathematics is mediocre at best. In many cases, mathematics instruction is not serving our children’s best interests. In order to help all students achieve success in school mathematics courses, have access to adequate preparation for the broadest options in high school math and science courses, and the opportunity to advance into mathematics based college courses and careers, it is important to examine the direction of recent attempts at mathematics education reform.

More on Everyday math.