Black and Latino students' success in progressive mathematics triggers system reactions questioning the program's rigor¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In one city with strong inquiry-based mathematics implementation and rising scores among black and Latino students, principals balked at upper-level courses and parents questioned the program once minority students demanded entry. → Payne 2005

Evidence¶

Payne 2005¶

Payne, Charles. (2005). Still Crazy after All These Years: Race in the Chicago School System. Consortium on Chicago School Research, University of Illinois at Chicago. https://consortium.uchicago.edu/publications/still-crazy-after-all-these-years-race-chicago-school-system

q1 · i? · theoretical · r2

Anecdotal case reported by the author from a researcher network on inquiry-based mathematics: several years of rising state-test and SAT scores, strongest among previously low-achieving black and Latino boys, followed by public doubts from principals and parents about student ability and program rigor.

"The mere fact that black and Latino students are doing well at something is taken to imply a lack of rigor in the something that they are doing. Their success damns the program."

Discussion¶

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