As the Black students from elite schools across the country testify, it’s STILL hard to be young, gifted and Black in our nation’s elite schools.
Is the “maker movement” really new? How makerspaces are just another example of “what’s old is new,”
We need to get serious about challenging our beliefs about math — who is good at it, and how we learn it.
Did you know there is a parent organization spreading racist narratives about Black and Latino families in our district?
CARE proponents (read: Lowell families) who originally marketed their proposal as “two-track accelerated Algebra” have repackaged their plan using the words “optional pathways” and “choice” to advocate for a reinstatement of tracking in SFUSD.
I’ve been having some trouble with the concept of “merit” lately… the more I hear it, the more I want to scream. (!) Really? You may be asking… what’s wrong with merit? Well, let’s start with a definition (via Google) mer·it (ˈmerət/) noun the quality of being particularly good or worthy, especially so as to deserve praise or […]
If you are new to hearing about the “accelerated algebra” (aka: tracking) debate in SFUSD, here are a few articles to catch you up to speed.
This student reinforced for me why we cannot support the “Accelerated Algebra in Middle School” track that some Lowell teachers and parents are proposing.
We are moving away from two different types of instruction… one for low-performing students based on test-taking and memorization of facts and one for high-performing students where students learn to analyze and critique their own thinking.
I was always one of those folks that said, “I’m not a math person.” Now I realize… I actually am! Math isn’t just about getting the answer quickly or doing calculations, it’s also about thinking critically, being able to problem-solve, and explain your thinking to others… “thinking like a mathematician.”