Bücher
Service
Foreword
Chapter 1: Your Guidebook to Detracking Math
Part 1: Developing a Policy for Detracked Math Courses
Chapter 2: Getting to Know Your Policy Context
Chapter 3: Designing a Detracked Math Course Policy
Chapter 4: Gaining Support for a Detracked Math Course Policy
Part 2: Implementing a Policy of Detracked Math Courses
Chapter 5: Math Curriculum to Support Heterogeneous Classrooms
Chapter 6: Professional Development to Support Heterogeneous Classrooms
Chapter 7: Coaching Teachers to Support Heterogeneous Classrooms
Part 3: Maintaining Detracked Math Course Practice
Chapter 8: Crafting School Schedules That Support Heterogeneous Classrooms
Chapter 9: Considering Research Throughout Your Math Detracking Journey
Chapter 10: Monitoring and Maintaining a Detracked Math Policy
Create a pathway to equity by detracking mathematics
The tracked mathematics system has been operating in US schools for decades. However, research demonstrates negative effects on subgroups of students by keeping them in a single math track, thereby denying them access to rigorous coursework needed for college and career readiness. The journey to change this involves confronting some long-standing beliefs and structures in education.
When supported with the right structures, instructional shifts, coalition building, and educator training and support, the detracking of mathematics courses can be a primary pathway to equity. The ultimate goal is to increase more students' access to and achievement in higher levels of mathematics learning-especially for students who are historically marginalized. Based on the stories and lessons learned from the San Francisco Unified School District educators who have talked the talk and walked the walk, this book provides a model for all those involved in taking on detracking efforts from policymakers and school administrators, to math coaches and teachers.
By sharing stories of real-world examples, lessons learned, and prompts to provoke discussion about your own context, the book walks you through:
This book offers the big ideas that help you in your own unique journey to advance equity in your school or district's mathematics education and also provides practical information to help students in a detracked system thrive.
Angela Torres, M.Ed., is a Professional Learning Coordinator for the UC San Diego Mathematics Project. Previously, Angela served as a Math Content Specialist in San Francisco Unified School District where she supported secondary math teachers through professional development, coaching, and curriculum support for almost a decade. Angela deeply believes in the brilliance of all students, and works hard to support teachers in seeing this brilliance, including our Black, Latinx other students who belong to groups that have been traditionally underserved in our education system. She enjoys learning in community with teachers and has learned a tremendous amount in supporting high school teachers in San Francisco, managing the Complex Instruction program in SFUSD and through currently consulting with a team of educators supporting the Complex Instruction program in other districts. She has also presented the SFUSD math team's work at the national and state mathematics conferences. As a member of the California State Mathematics state board, she has joined a team working to support the movement towards equity for all students in California. Angela has a Masters degree in Education from San Francisco State University, is a Nationally Board Certified Teacher, and is always looking to bring what she has learned to the work she does with teachers. Angela has publications including, CMC's ComMuniCator, "Working Towards Equity through Core Values," and two co-authored pieces with Lizzy Hull Barnes, a Case Study in Catalyzing Change in High School Mathematics, "Work to End Tracking and Offer Four Years of Meaningful Math Instruction" and a chapter in Success Stories for Catalyzing Change in School Mathematics, "Being Bold: San Francisco's Detracking Story as a Path to Equity."
