What We Learned From Our Black Male Students About Their Math Achievement

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What We Learned From Our Black Male Students
About Their Math Achievement

• John Barbee, Youth Development Coordinator
• Zena Ingles, Director of Learning Teaching
• Marcy Rice, Coordinator of NB Programs
• Shomari Jones, HERO Program Coordinator
• Andrea Gamboa, MECHA Advisor

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Overview

• Purpose
• Rationale
• Origins of the Study
• Methodology
• Findings from first study
• Findings from second study
• Insights and Applications
• Discussion

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Purpose

• To give voice to the mathematics experiences of
  our black male students
• To convey a sense of urgency about our
  responsibility to help each student achieve in
  mathematics
• To utilize our findings to improve the overall
  mathematics experience for our students
• To turn our findings into district-wide
  professional development

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Rationale for the Research

• Few met WASL standard in math.
• High failure rate in math classes.
• Students must meet the WASL math standard.
• Graduates are expected to be prepared for college
  and the work place.
• Voices of all students are critical to our
  districts courageous conversations and growth.

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Percent Meeting Standard on the 10th Grade WASL
Percent Meeting Standard on the 10th Grade WASL
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Origins of the Study

• Lack of student success in math
• Curiosity about our districts data
• Curiosity about student opinions
• Research on the achievement gap

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Methodology

• 29 black males were eligible for 10th grade WASL
• 8 of the 29 students left the district by January
  06
• 2 ELL students did not complete/were exempt
• 11 of the 19 remaining students were interviewed

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Methodology

• Interview questions were created around what
  we wanted to know
• Where the students got stuck in math
• How they felt about their math experiences
• The support systems on which they relied
• The importance of math to their futures

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Interview Methodology

• Developed the protocol
• Questions were field-tested
• Obtained student permission to video or audio
  tape
• Conducted interviews, which were then transcribed
• Findings were analyzed for insights applications

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Research Participants

• 2 in Special Education
• 2 English Language Learners
• 8 U.S. citizens
• 3 African Immigrants
• 9 spoke English at home 2 spoke Somali at home

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Research Participants

• 6 had failed at least one math class
• 5 met standard on the math WASL
• 6 did not meet standard on the math WASL
• 9 students liked math
• Students had career aspirations - lawyer,
  engineer, forensic scientist, electrician, barber

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Research Participants

• 4 of the 11 students were not enrolled in math
  and indicated they had forgotten what they had
  learned.
• The five (5) students who passed the math WASL
  all failed at least one math course.

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Findings

• Students wanted to learn math.
• Students liked asking for and giving help.
• African and African-American scores and attitudes
  were similar.

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Findings

• Students prefer
• Rigor
• Math that is engaging
• Hands-on activities
• Clarifying or defining terms
• New repetitions

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Findings

• Making real life connections to math increases
  a students enjoyment of it.
• Math is the best way to go. If I could have
  all my classes math I would.

Algebra2
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Findings

• Math was easy because
• They worked in groups
• Used manipulatives
• Repeated tasksbut in new ways
• Had teacher support

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Listening to the student voices
Calculus
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Findings

• Math was hard because
• Not enough time
• Too little help
• Couldnt remember from past classes
• Competing priorities

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Listening to the Student Voices
Its almost like its another language that you
have to learn In 10th grade I didnt
have(class for a semester) I have math now, but
all this stuff, its old. I dont remember most
of the stuff in the math class.
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Findings

• The teacher does make a difference. Students
  benefit when teachers
• Help all students equally
• Make students comfortable in class
• Treat students respectfully
• Are available
• Give frequent assessments opportunities to
  improve

In Geometry
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Listening to the Student Voices
Warm demanders motivate students
In Geometry
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Findings

• The students are sensitive to teachers limited
  time. They are reluctant to ask for help.
• The students rely on friends, family, and sports
  coaches as mentors.
• After school tutoring is helpful, especially if
  there is a knowledgeable math tutor and the hours
  fit student schedules.

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Research Follow-up

• Curious about anything new
• Reinterviewed 9 of the original 11
• 1 has joined Job Corps
• 1 attends school infrequently
• 7 are in math now

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Insights and Applications

• One of the most important elements in determining
  student success in math is the teacher and
  instructional approach
• Student centered
• Demonstrations
• Group work

Pre-Calc
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Insights and Applications

• Plan professional development around what the
  students needs are.
• Include district-driven research findings in
  on-going professional development for teachers
  and administrators.
• Conduct courageous conversations.
• Expect reflection.

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Insights and Applications
Students need a lot of ongoing support as
learning new material I asked for help but
pretty much only the teacher can help you.
Calculus
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Insights and Applications
There is a direct correlation between students
who understand the real world math connections
and students who like math.
I cant see myself needing to know cosine and
sine
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Insights and Applications

• Ensure that warm demander teachers are placed
  in key math positions
• Add structural/systemic/classroom supports that
  meet students needs
• Ensure quality, targeted after school assistance
  is available

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Insights and Applications

• Keep students career goals and interests front
  and center throughout our planning.
• Provide mentors that assist students at younger
  grades
• Involve parents family members in our
  discussions on math achievement.

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Insights and Applications

• Involve students in ongoing discussions on
  closing the achievement gap
• Share our findings with 9th and 10th black males
• Conduct same research with Hispanic males, black
  and Hispanic females compare findings.
• Pay more attention to students who are at risk
  for leaving school.

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Ongoing support

• Programs developed or implemented
• After school Tutorial (TCSC)
• HERO
• MECHA
• WASL Prep Classes/Credit Retrieval

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Questions to explore

• Are there additional lessons to be learned?
• Why do students in 9th and 10th grade fail to
  connect to math?
• What professional development opportunities would
  be beneficial for high school math teachers to
  best meet the needs of our students?

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Questions? Discussion?