Researchers applied a framework of five elements to math assignments from twelve middle schools in six districts across three states: alignment to the Common Core, cognitive challenge, rigor, mathematical understanding, and the potential for motivation and engagement.
Researchers applied a framework of five elements to math assignments from twelve middle schools in six districts across three states: alignment to the Common Core, cognitive challenge, rigor, mathematical understanding, and the potential for motivation and engagement.Tags: Ernest Jones Essays Applied PsychoanalysisHow Do I Solve This Math ProblemConcerning Jews Essay Mark TwainReindeer Writing PaperWomen In Engineering EssayFilter Paper SeparationMaa For Research PapersEnglish Literature Dissertation ExamplesChemistry Of Aspirin Essay
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But that research has a significant flaw, according to Douglas Lee Lauen, associate professor of public policy at the University of North Carolina at Chapel Hill. With a more powerful array of data, he says, “large effects basically disappear.” Kids do, in fact, perform worse in classes where more kids are poor.
But it’s hard to tell by looking at data from a single point in time whether that’s because of a classroom effect or because of how poverty affects individual students.
Again, a difference stood out between high-poverty schools, where 26 percent of assignments required answers to be justified, and low-poverty schools, where 38 percent required justification.
Absent from the report is a clear benchmark for what its authors think would be the ideal percent of assignments fulfilling various standards from the analysis framework, which the Education Trust says is best used to evaluate a set of assignments across multiple days or weeks.
Without suggested goals for time spent on each criterion (or a sample two-week plan showing educators how the framework’s elements of assignment quality should progress), the report’s admonition that “we as educators must do more” remains a vague suggestion rather than a guide for practitioners.
Although the report shies away from providing guidelines for teachers and curriculum designers, it is clear about one problem: the inequity in assignment quality between high- and low-poverty schools.