Teachers and activists are pushing for high schools to drop their calculus courses to increase equity as many minority and low-income students don’t have access to the class, according to The 74, a nonprofit news organization covering education.
In the 2017-2018 school year, 76% of schools with “low student of color enrollment” offered calculus while 52% of schools with a high proportion of students of color offered the advanced math course, according to a Learning Policy Institute report. The course, teachers and activists argued, is disproportionately offered to students not of an underrepresented group, giving other students an advantage in the college admissions process, according to The 74.
The Biden education department announced Thursday that U.S. students’ plummeting scores in reading and math during the COVID-19 pandemic is all due to former President Donald Trump.
“Today’s data confirm the significant impact the prior Administration’s mismanagement of the pandemic has had on our children’s progress and academic wellbeing,” said Biden Education Secretary Miguel Cardona Thursday, following the report that U.S. students showed their steepest decline in decades in math and reading scores during the COVID school shutdowns.
For the first time in nearly 50 years, the National Assessment of Educational Progress results showed that the reading and mathematics scores of 13-year-old students fell from 2012 to 2020.
The National Assessment of Educational Progress (NAEP) results showed no change in the scores of 9-year-old students since 2012, according to the assessment, also known as The Nation’s Report Card. Among lower-performing students, scores declined in both the 9 and 13-year-old groups in both reading and mathematics.
“This was the first time in the almost 50-year history of the long-term trend assessments that we observed declines among 13-year-olds,” said National Center for Education Statistics Commissioner Peggy G. Carr in a press release. “These performance drops are especially notable among lower-performing students, who no longer demonstrate competency in skills that students were able to do almost a decade ago in both subjects and age groups.”