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Training Antiracist Math Teachers?
Problem solving that doesn’t solve the problem
In 2019 the Brookings Institute published a report called: The Rise of Black-Majority Cities. It pointed out in 1970 there were 470 black-majority cities and by 2010 there were 1,148.
In 2015, the US News & World Report revealed, nationally “only 18 percent of African-American fourth-graders were proficient in reading and only 19 percent scored as proficient in math … The eighth-grade numbers were even worse, with only 16 percent of African-American students proficient in reading and 13 percent in math … By comparison the national average for proficiency among all students in fourth-grade reading was 36 percent, while it was 40 percent in fourth-grade math, 34 percent in eighth-grade reading and 33 percent in eighth-grade math.”
Globally, these numbers are awful.
The 2015 Program for International Student Assessment (PISA) ranked the U.S. 38th out of 71 countries, and out of the 35 industrialized nations that are members of the Organization for Economic Cooperation and Development (OECD), the U.S. ranked in the bottom 15 percent at number 31. To compound matters, American student’s math scores haven’t improved. The PISA is given every three years and American math scores have declined in 2012 and 2015.