We all know that Americans need to improve their grasp of math to compete in an increasingly computerized society that relies on technical skills. However, administering a test that nine out of 10 high school students will fail means there is a serious problem. The blame for this rests squarely with the teachers, the curriculum and the test itself, not the students. Students can only be responsible to know what they were taught.
It has been stated that 89 percent of the Clark County School District high school Algebra I students failed their end-of-the-year exams. That doesn’t mean they failed the class, because those tests are 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 even more than that. It is as if the district handed out exams that were intended for students that attend MIT, The Massachusetts Institute of Technology. In other words, they gave tests that the students had no chance to pass in the first place.
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 their abilities. The district is finally reevaluating its kindergarten through 12th grade math curriculum in an effort to improve student performance. I wonder what took them so long. Judging from the test scores, nothing less than a complete overhaul of the math curriculum and exams is needed.
There will always be students who will fail exams, no matter the quality of the teachers or the class taught. However, administering math tests that only a small percentage of students can pass is an entirely different issue. It doesn’t make any sense. The district should study the states with passing scores and see whaat they’re doing. It would be stupid to continue along a path where failure is the norm.
