An exploratory study of mathematics curriculum in the San Diego-Tijuana area

According to the National Center for Educational Statistics (NCES), in 2003 only 16% of Hispanics students in 4111 grade scored at or above proficiency in mathematics, while 43% of White students performed at or above proficiency. In addition, only 6% of 81 h grade Hispanics students in California performed at or above the proficient level in mathematics while 34% of white students scored at similar level. Despite California's effort to close the achievement gap amongst its students, the adoption of standards based curriculum has been shown to have done very little to narrow this gap. The researchers developed a descriptive analysis using interviews from teachers in Fallbrook, California, and Tijuana, Mexico. Students who were selected to participate in this investigation were immigrant to the schools in California in the last two years. Four categories emerged from analyzing teachers and students' responses using qualitative methods. The first category was Standards vs. Pacing, with the following embedded themes: How fast can we go? How do we organize and manage the students? How do we handle California standards that have not been covered in Mexico? The second category was Standards vs. Instructional Techniques with the following embedded themes: Are we doing this right? What is the purpose of the instruction? What do we expect the student outcomes to be? How will we detennine if the students are successful in achieving the standards? The third category was Standards vs. Students' Responses with the following embedded themes: Are students taught all the standards? How do students 11 respond? What can we do to help? The fourth category was Standards vs. Highly Qualified Teachers with the following embedded theme: Will more training for teachers improve students' success? The fifth category was Standards vs. English Learners with the following embedded theme: How do teachers deal with language differences? And what is the parents' role in their students' education? Selected students who recently arrived from Mexico in the last two years were interviewed to gather data for the analysis of interventions that have helped them to adjust to the transitions. This study provided administrators and educators with greater understanding of the issues teachers faced and challenges students must deal with when implementing and learning standards based mathematics curriculum. Item only available to the CSUSM community. Authentication with campus user name and password required.