There is no denying that American students as a whole must improve their grasp of math to compete in an increasingly computerized society that places a premium on technical skills. But administering a test that nine out of every 10 students will fail means there is a serious disconnect between the lessons learned in class and the questions they are expected to answer. The blame for this rests squarely with the teachers, the curriculum and the test itself, not the students.
It was disturbing to read the story this week from Las Vegas Sun reporter Emily Richmond that 89 percent of the Clark County School District high school algebra I students failed their final exams this month. That does not mean they failed the entire class, because those tests accounted for no more than 20 percent of their final grades. Yet the district has repeatedly given algebra and geometry tests with failure rates above 50 percent, sometimes far above. It is as if the district mistakenly handed out exams that were intended for students of the Massachusetts Institute of Technology.
No right-minded student enjoys failing a test. Getting an F is not only demoralizing, but it also can shake a student’s confidence in his abilities. The district is now reevaluating its kindergarten through 12th grade math instruction in an effort to improve student performance. We wonder what took it so long. Judging from the test scores, nothing less than a complete overhaul of the math curriculum and exams is warranted.
There will always be students who fail exams, no matter the quality of the teachers and the courses taught. Continually administering math tests that only a small percentage of students can pass is an entirely different matter. It does not add up from an educational standpoint. The district would be wise to dispatch teams of educators to study successful math programs outside Nevada. Surely they exist. It would be foolhardy to continue along a path where failure is the norm.
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