Links to detailed information:

• Page 1 now available: Evidence of disastrous consequences of "integrated" (or "reform") math curricula at Columbia Public Schools:
• Page 2 now available: What is "Reform Math"? Who promotes "Reform Math"? Who opposes "Reform Math"?
• Page 3 in preparation, will appear soon: How does the "reform math" movement get its curricula into schools? What "reform math" curricula have been adopted at Columbia Public Schools?
• Page 4 in preparation, will appear soon: Failures of CPS leadership, transparency, and accountability in the adoption and oversight of the "reform math" curricula

Frequently Asked Questions about the Math Curricula at Columbia Public Schools

There are two crucial but separate considerations in the discussion of the CPS "reform math" (or "integrated math") curricula.

Question A: Are these good curricula?

No matter what position you take on "reform math" in general, performance of CPS students on standardized math tests has suffered. See Page 1 below for detailed evidence.

Advocates of "reform math" say that the decline in student performance is transitional, and insist that implementation of "reform curricula" must proceed despite such problems. Most actual mathematicians oppose the "reform math" movement. The "reform math" movement is led by a powerful lobby of professional "education researchers", who ideas are propped up by multi-million dollar grants at each step of the following process:

• Developing and writing "reform math" curricula and textbooks
• Promoting the "reform math" curricula (and criticizing competing curricula) to parents, teachers, and school districts
• Orchestrating the implementation of "reform math" curricula at schools, and quieting the opposition of parents, students, and teachers
• Conducting additional "research" on implementation of the curricula (but not on actual student learning or performance)

I believe that Columbia Public Schools need to adopt a strong policy for public disclosure of potential conflicts of interest of advisors, consultants, and task force members.

See Pages 2 and 3 below for more detail, from the perspective of a "reform math" skeptic.

Question B: Is there consistent evidence of failures of CPS leadership, transparency, and accountability in the adoption and oversight of the "reform math" curricula?

This is a question of the functioning of the Columbia Public School district, and does not depend on whether you are a supporter or opponent of "reform math". Pervasisve partisanship and conflicts of interests have have dominated the process, and grossly distorted the results of the process. See page 4 below for detail about the CPS process, and refer to pages 2 and 3 for background and a cast of characters.

Links to detailed information:

• Page 1 now available: Evidence of disastrous consequences of "integrated" (or "reform") math curricula at Columbia Public Schools:
• Page 2 now available: What is "Reform Math"? Who promotes "Reform Math"? Who opposes "Reform Math"?
• Page 3 in preparation, will appear soon: How does the "reform math" movement get its curricula into schools? What "reform math" curricula have been adopted at Columbia Public Schools?
• Page 4 in preparation, will appear soon: Failures of CPS leadership, transparency, and accountability in the adoption and oversight of the "reform math" curricula

What can you do?

• Stay informed and join the public discussion in Columbia:
  • Columbia Tribune
  • Class Notes Blog
  • Columbia Parents for Real Math blog
  • Columbia Missourian
  • Schoolhouse Talk Blog
• Keep track of the names of the major figures, and look for possible conflicts of interests.
• Sign the "Petition for Math Excellence in CPS"
• Parents: Speak with your child's teacher and principal about the math curriculum. Ask to see all instructional materials ( textbooks, homework, exams, teacher guides).
• Vote on April 8