Framing the ACT Report Recommendations as an Opportunity for Critical Conversations
On October 17, ACT reported that the average mathematics score on its annual college entrance exam for the graduating class of 2018 was the lowest in 20 years. The Condition of College and Career Readiness, 2018 reported that the score of 20.5 (on a 1 to 35 scale), followed scores of 20.7 in 2017, 20.6 in 2016, 20.8 in 2015, and 20.9 for the class of 2014.
The decline in recent years in the mathematics score on the ACT exam has many educators and policymakers concerned. There is apprehension about whether these scores suggest a negative impact on science, technology, engineering, and mathematics (STEM) readiness and the potential impact on America's economic, social, and political security. While I understand why these are causes for concern for many, I see the discourse about the ACT mathematics scores as an opportunity to broaden the discussion to include issues of equity, curriculum, and assessment. Nowhere to be found in the reporting by various agencies on the decline in the ACT scores is there any mention of the gross inequities within society that continue to be reflected in students' educational outcomes. Critical conversations are necessary for knowing and understanding not only the indicators for mathematics and STEM readiness but also the inequities that contribute to the factors that offer advantages to some learners while disadvantaging others. These conversations might also include whether students are prepared mathematically to succeed in post-secondary education, participate in a democratic society, and make wise decisions in their personal lives.
While there are conversations and concerns about the ACT mathematics scores, many reporting agencies have omitted the five recommendations found at the end of the ACT report (page 17). The recommendations provide a framework for starting these critical conversations about the distribution of resources, the impact of disparities on outcomes, and learners' social and emotional needs. The ACT report made five recommendations for districts, states, and policymakers:
The recommendations in the ACT report connect with NCTM's Catalyzing Change in High School Mathematics: Initiating Critical Conversations (2018) for a broader dialogue on high school mathematics. Catalyzing Change seeks to initiate critical conversations around the following challenges:
As you engage in critical conversations, consider these questions as starters for framing your discussions:
I encourage you to read Catalyzing Change and to use the questions above to start these critical conversations with your colleagues. I am interested in finding out how your critical conversations progress. Please share your successes and challenges on MyNCTM.org.
Robert Q. Berry, III
ACT. The Condition of College and Career Readiness, 2018. Iowa City, IA: ACT, 2018.
National Council of Teachers of Mathematics (NCTM). Catalyzing Change in High School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM, 2018.
In the time of the critically situations that conversation with the patient we have to make with the really kind things. Also for the graduations we need for the conversations only from the essay mama reviews there every critically situations we have to pass it.
Dear President Berry,
Thank you for bringing these scores to our attention. The 5 recommendations for improving the scores are plausible, but they are significantly inadequate.
1. Where is the numerical cost analysis to predict how many dollars are needed for improving a score of 20.5 to 20.9?
2. Recommendation #4 sounds good, but how many dollars will it take for professional development to transform current conventional teachers into holistic teachers whose mathematics classes will reach a level of culturally responsive pedagogy?
3. Where is the research to determine the educational validity of the ACT mathematics test, for all applicants to a college or university, who will be studying in the humanities?
In short, besides the qualitative recommendations, I want to see quantitative costs associated with each of them. Only then does the issue of improving scores properly move more toward state departments of education's responsibility, and move proportionately away from teachers.
Upon examining the sample ACT mathematics test questions, it appears that they do not reflect the Standards for Mathematical Practice and are very much skills only type questions.
Additionally, this is a timed, multiple choice test which research indicates is one of the least effective measures of student understanding.
So maybe the report should have included an examination of the tool and its correlation with the current mathematics standards.
Dr. Terry Souhrada
Secondary Mathematics Education
Salish Kootenai College
Thank you Robert for a timely message! I would like to also emphasize the correlation between participation on the ACT and average scores. It is well known that the more of a state that takes the ACT, the lower the average will be as this has been typically a college entrance exam. This test is now being used by more and more states as an assessment tool to monitor all students learning in high school with participation rates being 100%. Here is a graph published by ACT from 2014 showing this increase in participation: http://www.act.org/content/act/en/research/tableau/2014-act-participation-rate.html. As Pearson takes in more and more of our states tax dollars to monitor our educational progress, we must remember what these scores have measured in the past and what they are beginning to measure in the future.
'' Every nation will be unhappy as long as it does not educate its children '' ... and '' being educated is the only way to be free. ''"The interdisciplinary study room from elementary to university Professor Paulo Freire, located at the Polyvalent State School II, Getúlio Vargas neighborhood in Bagé - RS, coordinated by Professor Constantino de Sousa, presents to all lovers of knowledge his established methodology of teaching partner Individualizing. '' Teaching is based on lessons and informal discussions where students can help one another. Living and learning together is an important part of the already successful studies in our teaching laboratory.Our method of teaching is called Logarithmic Learning, which means that if a student can solve a problem, he explains it to another and then these two to two others, these four to four others, and so on. Thus "N" students learn to solve problems in (logN) '' in base 2 '' STAGES. ''I highly recommend interacting on the earth letter site, for me it is the most important thing that was produced in the 20th century. And a great international consensus, with 16 articles that guide us as human beings in our address. This should guide everything and everyone, governments and society. We should learn to be a doctor, engineer, driver, policeman, teacher, priest, soccer player, based on the ground chart. Then we would live in a worthwhile world. From now on I have the support of my friends and any doubts you can ask me.What is the Earth Charter?Http://www.facebook.com/l/oAQE8P_TPAQGIxcOgEqQGSg2X7P4uMojxwF57BQ8v69MN0g/www.cartadaterrabrasil.orgThe Earth Charter is a statement of fundamental ethical principles for building, in the 21st century, a just, sustainable and peaceful global society. It seeks to inspire all peoples to a new sense of global interdependence and shared responsibility aimed at the well-being of all ...Note: Let's roll up the sleeves in favor of education for all of fundamental to postgraduate, since I already count with the support of lovers of knowledge to fully commune the pedagogy of Paulo Freire our immortal educator.Mailing Address:Professor Constantino Jose Machado de Sousa RUA IBRAIMA VAZ, 50 (PO Box, 126)ZIP CODE. 96415-540 / Bagé / Rio Grande do Sul / BrazilEmail: email@example.com