Introduction
Although the U.S. strives to make education internationally competitive by improving student achievement, its students are struggling in mathematics. Results from the 2012 Program for International Student Assessment measuring academic abilities among 15-year-olds placed the U.S. as 35th out of 64 countries in math (DeSilver 2015). Other evidence indicates 4th and 8th graders have been making only minimal gains in math achievement (Drust 2013). Improving student achievement in mathematics is vital because of growing demand for skills in science, technology, engineering, and mathematics. Mathematics is essential for developing innovations to understand and solve global challenges in our knowledge-based economy. The achievement …show more content…
The emphasis on student performance prompted high-stakes testing and changes to teacher evaluations to make teachers accountable for students’ success. This emphasis reflects a shift in educational values to adopt comprehensive teaching and learning growth (Drust 2013). For example, The Common Core requires students to “represent their ideas” and “explain their mathematical thinking” (Mongeau 2014). These “standards discourage overreliance on memorization and isolated skills” (Wingert …show more content…
Therefore, New York City should hire one math specialist for every elementary school (or per 1000 students) to work as a coach providing services schoolwide to oversee and plan effective math instruction. Starting salaries should move on step beginning at $53,112 (bachelor’s degree, at least 3 years prior teaching experience) with a yearly stipend of approximately $3,750 (“NYC Dep. Of Education”). Compensating math specialists for investing in specialization certification, the stipend is modeled after New York State’s master teacher program (“Master Teacher Program”). Math specialists should receive the same benefits as teachers with costs per school district on average of $5,494-$10,728 for healthcare and a retirement contribution rate of 11%-14% (“NYSTRS”, Costrell & Dean 2013). By instilling elementary teachers with math expertise, math specialists constitute a cost-effective solution to improving student achievement and narrowing learning gaps. I believe implementation of math specialists in New York City will reinvigorate educational progress and provide more students with access to effective teachers who will lead them to
Although the U.S. strives to make education internationally competitive by improving student achievement, its students are struggling in mathematics. Results from the 2012 Program for International Student Assessment measuring academic abilities among 15-year-olds placed the U.S. as 35th out of 64 countries in math (DeSilver 2015). Other evidence indicates 4th and 8th graders have been making only minimal gains in math achievement (Drust 2013). Improving student achievement in mathematics is vital because of growing demand for skills in science, technology, engineering, and mathematics. Mathematics is essential for developing innovations to understand and solve global challenges in our knowledge-based economy. The achievement …show more content…
The emphasis on student performance prompted high-stakes testing and changes to teacher evaluations to make teachers accountable for students’ success. This emphasis reflects a shift in educational values to adopt comprehensive teaching and learning growth (Drust 2013). For example, The Common Core requires students to “represent their ideas” and “explain their mathematical thinking” (Mongeau 2014). These “standards discourage overreliance on memorization and isolated skills” (Wingert …show more content…
Therefore, New York City should hire one math specialist for every elementary school (or per 1000 students) to work as a coach providing services schoolwide to oversee and plan effective math instruction. Starting salaries should move on step beginning at $53,112 (bachelor’s degree, at least 3 years prior teaching experience) with a yearly stipend of approximately $3,750 (“NYC Dep. Of Education”). Compensating math specialists for investing in specialization certification, the stipend is modeled after New York State’s master teacher program (“Master Teacher Program”). Math specialists should receive the same benefits as teachers with costs per school district on average of $5,494-$10,728 for healthcare and a retirement contribution rate of 11%-14% (“NYSTRS”, Costrell & Dean 2013). By instilling elementary teachers with math expertise, math specialists constitute a cost-effective solution to improving student achievement and narrowing learning gaps. I believe implementation of math specialists in New York City will reinvigorate educational progress and provide more students with access to effective teachers who will lead them to