Professional Documents
Culture Documents
Emily Pulley
19 April 2018
Introduction
Everywhere, educators, community leaders, business leaders, parents, and students are
frustrated with the current mathematics system in schools. Teachers are not being held
accountable for student learning. Students express negative stereotypes towards math. Parents
are annoyed with the complexity of their child's basic math homework. The three main things
affecting the current situation are cultural attitudes, teacher ability, and the math curriculum
itself. Difficulty in solving this problem arises because these three problems affect each other. In
order to effectively battle all three problems at the same time, the state of Utah needs to stop
Attitude
The main reason many students struggle with math is not that students are not able to do
math, but rather that they have a bad attitude or low self confidence in their math ability.
National Numeracy, an organization in the UK, explains, “Negative attitudes, rather than a lack
of innate talent, are at the root of our numeracy crisis.” Elizabeth Felt, a specialist in elementary
math at Jordan School District, expressed that she believes math success is “more of a
disposition rather than a content” problem. She explains that students need to feel confident in
making mistakes so they can learn from their mistakes. Memes expressing frustration and low
confidence in math populate the internet. One such meme gave a two step solution for all math
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problems “1) write down the problem and 2) cry” (“How to”). These bad attitudes prevent
students from making the effort to develop a deep understanding of math. Instead, these attitudes
increase the belief that students are being forced to learn math for no reason. Students study to
Low self confidence is another reason that students do not excel in math. Students
become nervous, which lowers their ability to answer correctly and open their minds to learn
new things. According to the Utah State Board of Education, Herriman High School has an “F”
grade as a school. Across all grades and all districts in Utah, only 46% of students scored
proficient in the math section of the SAGE test last year (“Jordan District”). According to these
numbers, all of our teachers stink, and our students are not math literate. However, these
numbers are not accurate and contributing to negative attitudes and low confidence in ability.
Another problem is that the SAGE test is taken in addition to other tests. This means that
students have to take even more test. Along with this, the computer format for the SAGE test is
confusing. According to elementary school teacher Debbie Nichols, “The SAGE test is simply
not a good test. Last spring I saw a little boy stare at his screen for 30 minutes. He knew the
correct answer was 1½, but he could not find a way to enter a mixed number to answer the
question. It couldn't be done on his computer.” Last year at Herriman High School, the juniors
were not required to take the SAGE test. Everyday leading up to and on the days the SAGE test
was happening, the classrooms were filled with the gloating of juniors bragging to the other
grades that they didn’t have to take it. When students realized that the SAGE doesn’t go on their
grades and is not significant enough to matter to employers or colleges, many others opted out.
As reported by The Associated Press, “The data also shows the number of students opting out of
the [SAGE] tests continues to increase, up 216 percent since the start of the testing program in
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2014.” This is evidence of how much the students want to avoid taking the tests. Using the
unimportant and unhelpful SAGE test to give our schools failing grades, does not improve the
Teacher Ability
The home page of the Jordan School District curriculum development website lists the
many high expectations and goals the school district has for the education it gives. One of these
goals is to hold teachers accountable for student learning. The SAGE test was supposed to
accomplish this goal. If the SAGE test is accurate, than at least half of our teachers need to be
fired because about half of our students are not proficient (“SAGE Results”). However, these
numbers are inaccurate. The high opt out rate is affecting the numbers. As the test does not go on
students’ grades, students are not pressured to do their best. This causes unacceptable inaccuracy.
Because the SAGE provides inaccurate numbers, no one knows how well the teachers are doing,
and there is no way to hold the teachers accountable. Teachers help the next generation grow,
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and deserve to be appreciated, but they are not perfect, and Utah needs to develop an effective
way to ensure that our teachers are the best they can be.
Additionally, teachers have so much content to go over in one year, that many are
(Tank, Kristina, et al.). When something is taught in a rush, students are not going to remember
it. This overbearing control the SAGE test places on the teachers is preventing deep learning and
wasting time.
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Curriculum
According to Melissa Garber, another elementary math specialist for Jordan School
District, the curriculum was decided using a combination of teachers, administrators and
community members on a committee who looked at multiple text and debated on them. They
actually took one year of trying out the decided text before making it official. A large amount of
Making a good curriculum is difficult because there are many factors that go into how to
make a curriculum. One factor is the state standards that have to be met. The idea behind many
of these standards is that a child moving from Florida to Utah will be learning the same things
and not be behind or confused by completely different content. Another is the amount of content
that a teacher can go over in one year. As Felt clarifies, “A qualified teacher can adapt any
program… and any curriculum to focus on student needs… However a good quality curriculum
will provide resources for teachers who are not yet at that level to be able to distinguish which
lessons to choose from.” The curriculum is there to help teachers know what to teach, but it has
to allow teachers to adapt it for their students’ needs. The curriculum has to have texts that guide
The SAGE test has clearly failed to guide without becoming overbearing. Nichols
explains,”SAGE testing does not line up with the curriculum… The math section of the SAGE
test is really a reading test, which means one cannot distinguish computation from application
from vocabulary knowledge.” The SAGE test requires of teachers, much to their frustration, that
they teach things that they don’t believe is important. Although most of the basic standards work
well, there are some that are less so. Felt explains, “There are some pieces of the content that…
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don’t move beyond that grade level.” This means that some things that students are learning are
Conclusion
Bad attitudes, poor teacher ability, and overreaching curriculum all contribute to poor
math learning. These three problems influence each other. If the curriculum is overbearing, the
teacher ability and attitude will decrease. If the teacher has a bad attitude, the students will
develop one as well. If the students have a bad attitude, it is very difficult for the teacher to
The SAGE test was designed to improve some of these problems, but failed at all of
them. The test is inaccurate, so it cannot measure teacher effectiveness. This means that teachers
are still not held accountable. Instead of helping, the SAGE test is an extra annoying hassle for
teachers and students alike. The students are annoyed at taking another test, and the teachers are
annoyed at being held to a test that doesn’t measure what it is supposed to. As Nichols asserts,
“The SAGE doesn’t help, it just dampens the love of learning.” Student have a bad attitude
about taking an extra test, Teachers are not being held accountable because the SAGE is not
Works Cited
“Jordan District School Grades.” Data Gateway, Utah State Board of Education, 2018, Web. 17
April 2018.
“Jordan School District Curriculum and Staff Development.” Jordan School District. 2018. Web.
17 April 2018.
National Numeracy, “Attitudes Towards Maths: Research and Approach Overview,” Phoenix
Nichols, Debbie. “A Teacher's Opinion of the SAGE Test.” DeseretNews.com, Deseret News, 1
“SAGE Results for Jordan District.” Data Gateway, Utah State Board of Education, 2018,
Tank, Kristina, et al. "Hamsters, Picture Books, and Engineering Design." Science and Children,
vol. 50, no. 9, 01 July 2013, pp. 59-63. Web. 17 April 2018.
The Associated, Press. Utah Students' SAGE Test Scores Drops in All Subjects. AP Regional
State Report - Utah, Associated Press DBA Press Association, 09/12/2017. Web. 17 April
2018