Too much--or not enough?--of a good thing....one-to-one computing

So, which way does the evidence go? Do primary and secondary students benefit from "one laptop, one child" policies? How do these benefits compare with the costs of such programs, and what is the "bang per buck" of these programs compared to other educational programs or interventions? Do the answers to these questions vary with the SES of students, or whether these programs are implemented in industrialized, developed nations, as opposed to developing countries?

Wish I could answer those questions! Maybe over the summer, in my "spare" time.....in the meantime, here's a site for a nonprofit organization whose name, "One Laptop Per Child," speaks to its purpose: http://www.laptop.org/ . And for a recent news article, check out "Seeing No Progress, Some Schools Drop Laptops," New York Times on May 4, 2007. (This link works for the moment:
http://www.nytimes.com/2007/05/04/education/04laptop.html?ref=education)

What I think about high school mathematics....

I know you needed to know my opinion on this hot topic!

Many (most?) strong high schools offer way more math than I saw when I was in school in the 1970s. A typical sequence starting some time in middle school might be algebra 1, geometry, algebra 2, and trig/pre-calculus, followed by calculus, sometimes at the advanced placement (AP) level. Some schools offer algebra 1 to their 7th graders, while others don't typically let students begin algebra until 8th or even 9th grades. While there is no one linear path through this material, some topics naturally build on what precedes them, as, for example, a strong foundation in algebra is absolutely essential for mastery of trig and calculus down the line.

So, what does our school offer? Our school's program, outlined in its program of studies (pp. 16-19), essentially requires students to complete 3 courses in mathematics between geometry and calculus. These 3 courses cover advanced algebra, trigonometry, precalculus, and beginning calculus topics, with the exact mix varying a bit by course (per p. 17 of the program of studies). In contrast, many (most?) other strong high schools require only 2 years of mathematics "between" geometry and calculus (e.g., AP Calculus AB, or AP Calculus BC). (What evidence can I offer to support this? Very unscientific: check out Evanston Township High School's program of studies (p. 41); or St. Ignatius' listing; or New Trier's program of studies (p. 47); or Walter Payton High School's program of studies (pp. 11-13).)

Bottom line: our school's current progression of coursework implies that high school freshmen who take geometry will not be able to take AP Calculus by the end of high school, unless they somehow "double up" their courses somewhere down the line. While the school characterizes itself as flexible and "willing to make arrangements," I'd like to see the school offer a clear alternative course sequence which gives freshmen geometry students a chance of taking AP calculus by their senior year. In other words, let these students skip the additional topics that the school chooses to treat in those intervening years between geometry and calculus. While those "discrete math" topics are wonderful and rewarding to study, I would argue that they are not necessary to cover before a student can be successful in calculus. Furthermore, I think it is unduly rigid and downright silly to "track" 12-year old students at the end of 6th grade into course progressions that, absent any special effort like attending summer school, doubling up courses, and the like, imply that some kids will simply not be able to take AP calculus--when they are 17 years old! Talk about inflexible!

Mother's Day: the perfect time for a bike ride

Yes, Mother's Day was yesterday, and after a morning of the maternally mundane (shopping at Target), I had an excellent afternoon outing with my family--to the Palos and Sag Valley Division of the Forest Preserve District of Cook County. We took our bikes and, after a brief stop at the Little Red Schoolhouse Nature Center, where we admired some 17-year cicadas, we drove to the "mountain bike staging area" and rode the yellow trail through the woods for a couple of hours. Can you imagine? The trail was practically empty on a beautiful Sunday afternoon in May......

MIddle School Teachers, 2006-2007

It's not so easy to list teachers, as people teach bits and pieces here and there. Here's a list of 5th grade homeroom teachers:

Fifth grade
Susan Lesher
Kathryn Gallagher
Robert Kass
Kathy Dorman
Kristin Frank

There's also Diane Snider, a 5th grade science teacher.

For 6th, 7th, and 8th grades, see my posting of middle school teachers and webpages--it's the best I can do right now!

Lower school teachers, 2006-2007

Here's a list of who taught what grades this school year, listed as teacher, assistant teacher if applicable:

Kindergarten
Maureen Ellis/Delores Rita
Christina Hayward, Kristin Plaut-Smith
Nisha Ruparel-Sen, Felicia Carr (website)
Elspeth Stowe-Grant, Cathy McKee

First Grade
Jan Bollig, Kathy Yates
Carol Brindley, Becky Chmielewski (1st/2nd)
Amy Landry, Kathy Iatarola
Kathy Piane, Xinglu Liang (website)
Eileen Wagner, Moira Hughes

Second Grade
Jennifer Griffin, Peggy Harper Kucera (website)
Lisa Harrison, Pam Maxey (website)
Donna McFarlane, Grace Bissonnette (website)
Netafiti Rochester, Janice Cincotta
Michael Wilson, Jessica Palumbo (1st/2nd)

Third Grade
Joyce Carrasco
Sandy Cortez
Sarah Michaelson
Nicole Power
Lisa Sukenic
Gerald Hanck (teaches science to entire third grade) (website)

Fourth Grade
Sylvie Anglin
Deloris Beaton
Stephanie Mitzenmacher
Cecilia Mullon
Michael Silverman