In the early 1990's there were KISD teachers who had come from schools of education where the University of Chicago School Mathematics Project method of teaching junior high students how to do math had been taught.  These teachers were young and impressionable, and like most their age, they thought they knew everything there was to know.

Unfortunately for my youngest son, he ran into one of these teachers when he was taking Algebra I as an eighth grader .  That year was the worst year our family ever spent.  My son would come home with math homework the essence of which had not been taught at school, and would try to do his homework.  When he was not successful, my husband, who has two electrical engineering degrees from Rice University, would try to explain the problems and work through them with him.

Unbeknown to our family as well as probably the math curriculum director in Katy ISD, was the fact that my son's teacher was hooked on the content and teaching methods of Chicago math. 

My son struggled through this class, and boy were we happy when it was over.  He was in this class in the 1987-88 school year at Memorial Parkway Junior High.

This same teacher stayed at Memorial Parkway Junior High, and for the next four years implemented this math program everywhere she could.  In the meantime, I was elected to the school board in 1991, and in 1993, I began to hear about the terrible math program at this school, not only from disturbed parents, but also from the teachers at Taylor High School, and so I asked to visit with the MPJH principal, Malcolm Smith.

I then asked for a forum on the matter to be led by the superintendent (Hugh Hayes).  The forum wasn't of much use, but at least the matter got put out in the open. 

After my visit with Mr. Smith, I asked for information about the grades of the 8th grade students that were taking Algebra I (without the students' names, of course).  What I found was that grades given at the end of semesters and final grades when matched with an end of course test formulated by the teachers at MPJH as well as a standardized math test given by the state had no correlation! I asked my friend, George Scott, who at the time was the editor of the New Katy News, to investigate on his own and write about his findings.  He found the same thing I found.  After his results were printed in his paper, the parents of the students at MPJH asked the Superintendent for a meeting at the school.  I wasn't there, but those who were, said it was almost a riot.

What these teachers didn't realize was that students at MPJH had smart parents, many of them math scholars in their own right, who weren't going to be bamboozled by a silly curriculum from Chicago!  What had also riled the crowd was that this math department had put ALL 8th grade students in algebra classes, and the students weren't really ready for it.  The next day after the parent meeting, the status of the math department was put back like it had been.

Unfortunately getting rid of the fuzzy math that was being taught, is not as easy.  It is hard to pin down what is being taught to students, if one is not aware of the kinds of things that are transpiring.  This kind of math is still being taught in Katy schools.  It is what I have railed against for twenty years.

And FYI, that principal and that math department chairman didn't stay in KISD much longer after that episode, leaving of their own accord.

Here's a copy of the letter (on the letterhead of the principal, Malcolm Smith, Jr.) that was sent to parents of students in mathematics classes that were taught at Memorial Parkway Junior High when they were gearing up to put all of the eighth grade in algebra whether they were ready to be there or not:

8 January 1993

Dear Parents,

We are very excited about some changes that are taking place this semester in the 7th grade mathematics curriculum here at MPJH.  The students in 7th grade regular math will be involved in a program that will prepare them to take Algebra I next year, as 8th graders, for high school credit.  Our school district has embraced the goal of having as many students as possible successfully completing Algebra I before going to high school: in fact, a high percentage of schools across the Houston area and across the country already have their 8th graders taking Algebra I.  We are looking forward to moving our mathematics program forward, and we are expecting positive results from our students.  Please understand that our primary motivation for initiating this change involves meeting the educational needs of the students, and it is their welfare about which we are concerned.

The textbook we will be using with the students is the text currently being used with the 8th grade classes to prepare them for Algebra I.  Transition Mathematics is unlike any other mathematics text you have probably every seen! It was developed by the University of Chicago School Mathematics Project, and it focuses on the study of mathematics as a worthwhile endeavor.  The text emphasizes application of new concepts, problem solving, and continuous review.  It was written to prepare 7th grade students for Algebra I, and it promotes mathematics as a common-sense tool for solving problems in today's world.  In this text, the students will find less computation (the use of a calculator is assumed) and more reading.  The authors have written the text to be student-oriented, interesting, and on the students' reading level. The homework assignments will require a concentrated effort, as there are fewer drill and practice activities and more which require thinking.  The philosophy of the text mirrors our own:  we want mathematics to be an inclusive endeavor, where all students can learn and be successful.

One of the advantages of this new program is that the students will have several options available to them for next year.  Many will choose to be in Algebra I.  Some will decide on a 2-year algebra program, taking Algebra IA in 8th grade (which will include a review of preparation for algebra) and taking Algebra IB in the 9th grade.  Another possibility is that of taking math class twice a day, which would help those students who need extra instruction.  Finally, there will be an advanced Algebra I program for more accelerated students.  We want to emphasize that no matter what is chosen, each student's individual needs and desires will be of prime importance.

Please feel free to contact your child's teacher if you have questions, or if you have thoughts you would like to share.  We invite your comments and feedback, as we all want what is bests for our kids. We are enthusiastic about how our mathematics program is developing, and fully expect our enthusiasm to "rub-off" on the students as well.  Thank you for allowing us the opportunity to teach your children.

Sincerely,

Mr. Malcolm Smith, Jr., Principal

Mrs. Monica Kendall, Mathematics Department Chair

Mrs. Beth Bos, Teacher

Mrs. Kathy Franz, Teacher

Ms. Evon McConico, Teacher

Ms. Kathy Landis, Teacher