Archive for the ‘women in math’ Category

Male nerd privilege

I recently read this essay by Laurie Penny (hat tip Jordan Ellenberg) about male nerd privilege. Her essay stemmed from comment 171 of Scott Aaronson’s blogpost about whether MIT professor Walter Lewin, who was found to be harassing women, should also have had his OpenCourseWare physics course taken down. Aaronson says no.

Personally, I think it should, because if I’m a woman who was harassed by that dude, I don’t want to see physics represented by my harasser up on MIT’s website; it would not make me feel welcome to the MIT community. Physics is a social community activity, after all, just like mathematics, and it is important to feel safe doing physics in that community. Plus the courses will be available on YouTube and other places, it’s not like the physics represented in the course has been lost to humanity.

Anyhoo, I did really want to talk about white male nerd privilege. Penny makes a bunch of good points in her essay, but I think she misses a big opportunity as well.

Quick summary. Aaronson talks about how he spent his youth and formative years terrified, since he was a shy nerd boy. Penny talks about how she did too, but then on top of it had to deal with structural sexism. Good point, and entirely true in my experience. Her best line:

At the same time, I want you to understand that that very real suffering does not cancel out male privilege, or make it somehow alright. Privilege doesn’t mean you don’t suffer, which, I know, totally blows.

So, I had two responses to her piece.

First was, she was complaining about her childhood, but she wasn’t even fat! I mean, GAWD. She was complaining about being too skinny, of all things. Plus it’s not clear whether or not she came from an abusive home. So I’ve got like, at least two complaints up on her. She thinks she’s had it bad?!

My point being, we can’t actually win when we count up all the ways we were miserable. Because the truth is, most people were actually miserable in their childhood, or soon after it, or at some time. And by comparing that stuff we just get stuck in a cycle of feeling competitively sorry for ourselves and pointing fingers. We need to sympathize, not only with our former selves, but with other people.

And although she does end the essay with the idea that we have to transcend all of our personal bruises and wrongs, and call each other human, and forget our resentments, it doesn’t seem like she’s giving us a path towards that.

Because, and here’s my second point, she doesn’t do the big thing of naming all of her privileges. Like, that nerds get good jobs. And that white people get loads of resources and attention and benefit of the doubt just for being white. At the end of the day, we are privileged to be sitting around talking about privilege. We are not worried about dying of hunger or exposure.

When Aaronson complained that naming male privilege is shaming, I’m prone to agree, at least if it’s done like this. What I’d propose is to figure out a way to talk about these structural problems in an aspirational way. How can we help make things fairer? How can we move this problem to the next level? Scott, you’re wicked smart, want to be on a taskforce with me?

Would it help if we gave it another name? Basic human rights, perhaps? Because that’s what we’re talking about, at the end of the day. The right to be free, to not get shot by the police, the right to hold a good job and care for your family, stuff like that.

Of course, there are plenty of people who are unwilling to move to the next level because they don’t acknowledge the structural racism, sexism, and other stuff at all. They don’t see the current situation as problematic. But on the other hand, there are loads of people who do, and Aaronson is clearly one of them.

As for problems for women in STEM, we’ve already studied this and we all know that both men and women are sexist, so it’s obviously not a blame game here. Instead, it’s a real cultural conundrum which we would like to approach thoughtfully and we’d like to make progress on as a team.

Aunt Pythia’s advice

Aunt Pythia has something in the works for you dear people, but it’s not quite ready yet, and you’ll have to wait another week. Rest assured, it will be worth it. And apologies to subscribers who received an errant test post this week.

In the meantime, Aunt Pythia is going to write a quick column today from a Montreal hotel room after an amazing workshop yesterday which she will comment on later in the week.

So quick, get some tea and some flannel-lined flannel, because damn it’s wintery outside, all snowy and shit. Aunt Pythia’s about to spew her usual unreasonable nonsense!

This week in Montreal. From

From earlier this week in Montreal. 

LET’S DO THIS PEOPLES!!! And please, even if you’ve got nothing interesting to say for yourself, feel free to make something up or get inspired by Google auto complete and then go ahead and:

ask Aunt Pythia your question at the bottom of the page!

By the way, if you don’t know what the hell Aunt Pythia is talking about, go here for past advice columns and here for an explanation of the name Pythia.


Dear Aunt Pythia,

This may not really be an “Aunt Pythia” question. But could either you or Mathbabe comment on this article on sexism in academic science?

I can imagine many ways they could be misrepresenting the statistics, but I don’t know which.

No Bias, Really?

Dear No Bias,

I was also struck by the inflammatory tone and questionable conclusions of this article. But you know, controversy sells.

So, here are a couple of lines I’ll pull out. First:

Our country desperately needs more talented people in these fields; recruiting more women could address this issue. But the unwelcoming image of the sexist academy isn’t helping. Fortunately, as we have found in a thorough analysis of recent data on women in the academic workplace, it isn’t accurate, either.

And second:

Many of the common, negative depictions of the plight of academic women are based on experiences of older women and data from before the 2000s, and often before the 1990s. That’s not to say that mistreatment doesn’t still occur — but when it does, it is largely anecdotal, or else overgeneralized from small studies.

I guess right off the bat I’d ask, how are you collecting data? The data I have personally about sexist treatment at the hands of my colleagues hasn’t, to my knowledge, been put in any database. The sexist treatment I’ve witnessed for pretty much all of my female mathematics colleagues has, equally, never been installed in a database to my knowledge. So yeah, not convinced these people know what they are talking about. It’s famously hard to prove something doesn’t exist, especially when you don’t have a search algorithm.

One possibility for the data they seem to have: they interviewed people after the fact, perhaps decades after the fact. If that’s the case, then you’d expect more and better data on older women, and that’s what we are currently seeing. There is a lag on this data collection, in other words. That’s not the same as “it doesn’t exist.” A common mistake researchers make. They take the data as “objective truth” and forget that it’s a human process to collect it (or not collect it!). Think police shootings.

The article then goes on to talk about how the data for women in math and other science fields isn’t so bad in terms of retention, promotion, and other issues. For there I’d say, the women have already gone through a mighty selection process, so in general you’d expect them to be smarter than their colleagues, so in general their promotion rates should be higher, but they aren’t. So that’s also a sign of sexism.

I mean, whatever. That’s not actually what I claim is true, so much as another interpretation of this data. My overall point is that, they have some data, and they are making strong and somewhat outrageous claims which I can dismiss without much work.

I hope that helps!

Aunt Pythia


Dear Aunt Pythia,

In his November “Launchings” column, David Bressoud has presents some interesting data on differences between male and female college calculus students. As much as I’ve appreciated all of Bressoud’s careful explorations of mathematics education, I find I’m a bit irritated by his title, “MAA Calculus Study: Women Are Different,” because it appears to take the male experience as the norm.

Perhaps I was already annoyed because of a NYTimes op-ed, “Academic Science Isn’t Sexist”, in which Wendy Williams and Steven Ceci claim that “[w]e are not your father’s academy anymore,” and that the underrepresentation of women in math-intensive fields is “rooted in women’s earlier educational choices, and in women’s occupational and lifestyle preferences.” Here, too, the message seems to be “don’t worry about changing the academy — women are different from the norm, which is (naturally) that which works for men.”

My question for you, Aunt Pythia, is this: am I overreacting here?

I received my PhD in mathematics in 1984, and I’ve seen significant change for the better in the academy since then. Child care at AMS meetings? A crowd in the women’s rest room at same? Unthinkable when I started. But if women are still disproportionately “choosing” to go into other fields, might we look a little more closely at the environments in which girls and women are making their educational and “lifestyle” choices?

I welcome your thoughts. If you’re eager for more data analysis, I’d also love to hear your take on the paper by Williams, Ceci, and their colleagues.

Still One of the Underrepresented After All These Years


Without even reading that article, I can say without hesitation that yes, it’s a ridiculous title, and it’s infuriating and YOU ARE NOT OVERREACTING. To be clear, that is bold-faced, italicized, and all caps. I mean it.

The word “different” forces us to compare something to a baseline, and given that there is no baseline even mentioned, we are forced to guess at it, and that imposes the “man as default” mindset. Fuck that. I mean, if the title had been, “There are differences between male and female calculus students,” I would not have been annoyed, because even though “male” comes first, I’m not a stickler. I just want to acknowledge that if we mention one category, we mention the other as well.

To illustrate this a bit more, we don’t entitle a blog post “Whites are different” and leave it at that, because we’d be like, different from whom? From blacks? From Asians? From Asian-Americans? See how that works? You need to say different from some assumed baseline, and the assumed baseline has to be a cultural norm. And right now it’s white male. Which is arguable one reason that calculus students act differently when they are men (har!).

As for the other article, I already shit on that in the previous answer but I’m happy to do it once again. It’s bullshit, and I’m disappointed that the Times published it.

As for the article, I don’t have time now but I’ll take a look, thanks!

Aunt Pythia


Dear Aunt Pythia,

I am twenty years old, near the halfway point in my senior year of a mathematics BS at a large, well-regarded public university in the Northeast. I’ve been aiming my energies at graduate school, and I am now looking at PhD program applications. Most apps ask for two or three letters of recommendation from a faculty member who is familiar with your work. This poses a very big problem, because all of my professors hate me.

Okay, maybe it’s not quite like that. But I’ve had a really lousy time in the math department at LWRPUN. My fellow students are dispassionate, unresponsive, and unfriendly. My professors are dry, uncommitted to their students, and the ones who aren’t mathematically incompetent are lousy teachers. On top of all this, a crippling bureaucracy has prevented me countless times from taking classes I’m interested in (few as they are in this catalog), substituting instead ANOTHER REQUIRED SEMESTER OF ANALYSIS.

So I haven’t made any personal connections of the sort that might benefit me in the form of a letter of rec. My work hasn’t even been that good; my depression and anxiety (in general as well as re all this) have increasingly prevented me from completing even easy homework assignments. Nobody here has seen my best mathematical work, and for that matter, nobody anywhere else has either*.

And for four years, everyone I’ve come to with this gathering creeping progressively life-eating concern has given me the same old BS about You should really put yourself out there! and It’s just so important to go to your professor’s office hours! without considering maybe — I’ve tried, I really have.

What can I do, Aunt Pythia? I’m really passionate about mathematics, but I’m worried I won’t be able to pursue my studies without these magic papers.

Reports Embargoed by Crummy Lecturers, Earnestly Seeking Solace

*I thankfully have a professor from an outside experience willing to write about my teaching credentials, but that one letter is surely not sufficient to show my potential as a graduate student and researcher.


I am afraid I will have to call bullshit on you, RECLESS. Plus your sign-off doesn’t actually spell anything.

Here’s the thing, there are no mathematically incompetent lecturers at large, well-regarded public universities. There are, in fact, mathematically very competent people who can’t get jobs at such places. Such is the pyramid-shaped job market of mathematics. So whereas I believe you when you say your lecturers have been uninspired, and uncommitted to their students, the fact that you added “mathematically incompetent” just makes me not believe you at all, in anything.

Here’s what I think is happening. You think you’re really into math, but you’ve never really understood your classes, nor have you understood that you’ve never understood your classes, because your self-image is that you’re already a mathematician, and that people have just not acknowledged your brilliance.

But that’s not how math actually works. Math is a social endeavor, where you have to communicate your ideas well enough for others to understand them, or else you aren’t doing math.

I’m not saying you haven’t had bad luck with teachers. It’s a real possibility. But there’s something else going on as well, and I don’t think you can honestly expect to go to the next level without sorting stuff out. In other words, even if you don’t love the teacher, if you loved the subject, got into it, and did the proofs, you’d still be getting adequate grades to ask for letters. The thing about writing letters, as a math prof, is that you don’t have to like the student personally to write a good letter, you just need to admire their skills. But since you can’t do that either, you won’t get good letters, and moreover I don’t think you’d deserve good letters. And therefore I don’t think you should go to grad school.

Suggestion: look carefully at your own behavior, figure out what it is you are doing that isn’t working. Maybe think of what you love about math, or about your own image of being a mathematician, and see if there’s something you really know you’re good at, and other people know it to, and develop that.

Good luck,

Aunt Pythia


Dearest Aunt Pythia,

I have a sex question for you! Kind of. You have to get through the boring back story first…I’m a 19 year old female physics major. I’m quiet, rather mousy, and awkward. A lot of the time I feel like I have more to prove than the boys do, because I’m a girl, and because of the aforementioned shyness.

People seem to automatically assume I’m unintelligent. I think I’m just as intelligent as the boys in my program, but I don’t come off that way! Point is, I want to be this cool, strong, independent, successful, respectable girl who doesn’t take shit from misogynistic people who assume I’m inferior.

However, I feel extremely guilty about my sexual preferences. I’m pretty submissive. I’d like power exchange in my relationships…hair pulling, bondage, spanking, being bossed around, the whole bit. I like to be dominated by men. Older men. Smart older men. Hopefully I’ve successfully conveyed my dilemma. I want to be respected by the men (and women, and others) I’m surrounded by in my academic life, but taken control of as a girlfriend.

Why does what I despise happening to me in an academic setting please me so much in a romantic/sexual one? Agh, I feel like such a bad girl! (and not in the arousing way…)

Much Love,

Dear Conflicted,

This is such a relief – finally, a sex question! – and it’s honestly one of the best questions I’ve ever gotten, ever, in Aunt Pythia or elsewhere. I’m so glad I can answer this for you.

It is absolutely not in conflict to want something in a sexual context that is abhorrent to you in normal life. It is in fact a well-known pattern! You shouldn’t feel at all weird about it! Lots – LOTS – of the submissives I’ve met are, in their day jobs, the boss, literally. They have companies and are extremely fancy and in control. And then they love to be bossed around and spanked. Seriously. If anything, my feeling is that your sexual proclivities point to being alpha in real life, but maybe I’m going overboard.

So yeah, no problem here. You are killing it. And in 3 or 4 years I want you to write back and explain to me how you’ve found an amazing lover who gives you what you want in the bedroom and worships your physics prowess outside it. There will, in fact, be people lining up for this role.

And those people in your program? Do your best to ignore them. Men are just impossibly arrogant at that age, but time will humble them somewhat even as your confidence will rise as you learn more. I’m not saying it ever evens out entirely but it does improve.

Also: find other women (and super cool men) to study with. Surround yourself with supportive people. Take note of obnoxious people and avoid them. Trade up with friends whenever possible.

Love always,

Aunt Pythia


Well, you’ve wasted yet another Saturday morning with Aunt Pythia! I hope you’re satisfied! Please if you could, ask me a question. And don’t forget to make an amazing sign-off, they make me very very happy.

Click here for a form or just do it now:


Neil deGrasse Tyson at NJPAC

Last night I went to the New Jersey Performing Arts Center (NJPAC) with my 12-year-old son to see Neil deGrasse Tyson, whom we both love from the Cosmos series. I also loved this rant on women and blacks in science:

So here’s what he talked about last night, which was stimulating and interesting. I’m not covering absolutely everything, of course, and I am doing my best to summarize what he said:

  • You can follow scientific progress by who gets to name things, because naming follows discovery.
  • For example, looking at the history of the discovery of the periodic table, you learn a lot. Except for Sweden, which just had a lucky break with some weird cave.
  • By this token, from 800 AD to around 1100 AD, mathematical and scientific advancements were happening in the Middle East (see for example the history of algebra and mathematician Muḥammad ibn Mūsā al-Khwārizmī, who invented the terms algebra and algorithm). Then some imam decided it was anti-religious to do anything like that, and progress – scientific and otherwise – stopped.
  • Cultures that embrace science have more growth.
  • In the U.S., about half of the people don’t acknowledge evolution, and that’s a bad sign for our future.
  • In fact we are a hugely prolific scientific force, like Europe and Japan, but unlike them, our power is shrinking rather than expanding.
  • We should go back to the 1960’s, at least in terms of the way we promoted and dreamed about scientific progress, and bottle up the energy and enthusiasm, and bring it back to today.
  • Space flight is a great thing and we should reinvest in it as an inspiration for science in this country and in the world.
  • We should stay curious, and investigate things we don’t understand, and talk to people about their beliefs even if we don’t agree. Childlike and insatiable curiosity and wonderment is the goal.
Categories: education, women in math

What the fucking shit, Barbie?

I’m back from Haiti! It was amazing and awesome, and please stand by for more about that, with cultural observations and possibly a slide show if you’re all well behaved.

Today, thanks to my math camp buddy Lenore Cowen, I am going to share with you an amazing blog post by Pamela Ribon. Her post is called Barbie Fucks It Up Again and it describes a Barbie book entitled Barbie: I Can Be a Computer Engineer

The other book is called "I Can Be an Actress"

The other book is called “I Can Be an Actress”

Just to give you an idea of the plot, Barbie’s sister finds Barbie engaged on a project on her computer, and after asking her about it, Barbie responds:

“I’m only creating the design ideas,” Barbie says, laughing. “I’ll need Steven and Brian’s help to turn it into a real game!”

To which blogger Pamela Ribon comments:
What the fucking shit, Barbie?
Update: Please check out the amazing Amazon reviews of this book (hat tip Chris Wiggins).


I found the website via Jordan Ellenberg this morning and I honestly can’t stop reading it. It consists of a bunch of anonymously contributed stories, most but not all by women, about everyday sexism that happens in the STEM fields. Many of them resonate either with stuff I’ve lived through or stuff my friends have, some of them don’t seem so bad, some of them are outrageous and actionable.

It’s a great idea to have this, if just for women to be able to point to when men question the level of sexism in STEM fields. Sometimes it’s hard to believe it’s 2014.

Categories: women in math

Interview with a high school principal on the math Common Core

In my third effort to understand the Common Core State Standards (CC) for math, I interviewed an old college friend Kiri Soares, who is the principal and co-founder of the Urban Assembly Institute of Math and Science for Young Women. Here’s a transcript of the interview which took place earlier this month. My words are in italics below.


How are high school math teachers in New York City currently evaluated?

Teachers are now evaluated on 2 things:

  1. First, measures of teacher practice, which are based on observations, in turn based on some rubric. Right now it’s the Danielson Rubric. This is a qualitative measure. In fact it is essentially an old method with a new name.
  2. Second, measures of student learning, that is supposed to be “objective”. Overall it is worth 40% of the teacher’s score but it is separated into two 20% parts, where teachers choose the methodology of one part and principals choose the other. Some stuff is chosen for principals by the city. Any time there is a state test we have to choose it. In terms of the teachers’ choices, there are two ways to get evaluated: goals or growth. Goals are based on a given kid, and the teachers can guess they will get a certain slightly lower score or higher score for whatever reason. Otherwise, it’s a growth-based score. Teachers can also choose from an array of assessments (state tests, performance tests, and third party exams). They can also choose the cohort (their own kids/ the grade/the school). The city also chose performance tasks in some instances.

Can you give me a concrete example of what a teacher would choose as a goal?

At the beginning of year you give diagnostic tests to students in your subject. Based on what a given kid scored in September, you extrapolate a guess for their performance in the June test. So if a kid has a disrupted homelife you might guess lower. Teacher’s goal setting is based on these teachers’ guesses.

So in other words, this is really just a measurement of how well teachers guess?

Well they are given a baseline and teachers set goals relative to that, but yes. And they are expected to make those guesses in November, possibly well before homelife is disrupted. It definitely makes things more complicated. And things are pretty complicated. Let me say a bit more.

The first three weeks of school are all testing. We test math, social studies, science, and English in every grade, and overall it depending on teacher/principal selections it can take up to 6 weeks, although not in a given subject. Foreign language and gym teachers also getting measured, by the way, based on those other tests. These early tests are diagnostic tests.

Moreover, they are new types of tests, which are called performance-based assessments, and they are based on writing samples with prompts. They are theoretically better quality because they go deeper, the aren’t just bubble standardized tests, but of course they had no pre-existing baseline (like the state tests) and thus had to be administered as diagnostic. Even so, we are still trying to predict growth based on them, which is confusing since we don’t know how to predict performance on new tests. Also don’t even know how we can consistently grade such essay-based tests- despite “norming protocols”, which is yet another source of uncertainty.

How many weeks per year is there testing of students?

The last half of June is gone, a week in January, and 2-3 weeks in the high school in the beginning per subject. That’s a minimum of 5 weeks per subject per year, out of a total of 40 weeks. So one eighth of teacher time is spent administering tests. But if you think about it, for the teachers, it’s even more. They have to grade these tests too.

I’ve been studying the rhetoric around the CC. So far I’ve listened to Diane Ravitch stuff, and to Bill McCallum, the lead writer of the math CC. They have very different views. McCallum distinguished three things, which when they are separated like that, Ravitch doesn’t make sense.

Namely, he separates standards, curriculum, and testing. People complain about testing and say that CC standards make testing easier, and we already have too much testing, so CC is a bad thing. But McCallum makes this point: good standards also make good testing easier.

What do you think? Do teachers see those as three different things? Or is it a package deal, where all three things rolled into one in terms of how they’re presented?

It’s much easier to think of those three things as vertices of a triangle. We cannot make them completely isolated, because they are interrelated.

So, we cannot make the CC good without curriculum and assessment, since there’s a feedback loop. Similarly, we cannot have aligned curriculum without good standards and assessment, and we cannot have good tests without good standards and curriculum. The standards have existed forever. The common core is an attempt to create a set of nationwide standards. For example, without a coherent national curriculum it might seem OK to teach creationism in place of evolution in some states. Should that be OK?

CC is attempting to address this, in our global economy, but it hasn’t even approached science for clear political reasons. Math and English are the least political subjects so they started with those. This is a long time coming, and people often think CC refers to everything but so far it’s really only 40% of a kid’s day. Social studies CC standards are actually out right now, but they are very new.

Next, the massive machine of curriculum starts getting into play, as does the testing. I have CC standards and the CC-aligned test, but not curriculum.

Next, you’re throwing into the picture teacher evaluation aligned to CC tests. Teachers are freaking out now – they’re thinking, my curriculum hasn’t been CC-aligned for many years, what do I do now? By the way, importantly, none of the high school curriculum in NY State is actually CC-aligned now. DOE recommendations for the middle school happened last year, and DOE people will probably recommend this year for high school, since they went into talks with publication houses last year to negotiate CC curriculum materials.

The real problem is this: we’ve created these new standards to make things more difficult and more challenging without recognizing where kids are in the present moment. If I’m a former 5th grader, and the old standards were expecting something from me that I got used to, and it wasn’t very much, and now I’m in 6th grade, and there are all these raised expectations, and there’s no gap attention.

Bottomline, everybody is freaking out – teachers, students, and parents.

Last year was the first CC-aligned ELA and math tests. Everybody failed. They rolled out the test before any CC curriculum.

From the point of view of NYC teachers, this seems like a terrorizing regime, doesn’t it?

Yes, because the CC roll-out is rigidly tied to the tests, which are in turn rigidly tied to evaluations of teachers. So the teachers are worried they are automatically going to get a “failure” on that vector.

Another way of saying this is that, if teacher evaluations were taken out of the mix, we’d have a very different roll-out environment. But as it is, teachers are hugely anxious about the possibility that their kids might fail both the city and state tests, and that would give the teacher an automatic “failure” no matter how good their teacher observations are.

So if I’m a special ed teacher of a bunch of kids reading at 4th and 5th grade level even through they’re in 7th grade, I’m particularly worried with the introduction of the new and unknown CC-aligned tests.

So is that really what will happen? Will all these teachers get failing evaluation scores?

That’s the big question mark. I doubt it there will be massive failure though. I think given that the scores were so clustered in the middle/low muddle last year, they are going to add a curve and not allow so many students to fail.

So what you’re pointing out is that they can just redefine failure?

Exactly. It doesn’t actually make sense to fail everyone. Probably 75% of the kids got 2’s or 1’s out of a 4 point scale. What does failure mean when everyone fails? It just means the test was too hard, or that what the kids were being taught was not relevant to the test.

Let’s dig down to the the three topics. As far as you’ve heard from the teachers, what’s good and bad about CC?

My teachers are used to the CC. We’ve rolled out standards-based grading three years ago, so our math and ELA teachers were well adjusted, and our other subject teachers were familiar. The biggest change is what used to be 9th grade math is now expected of the 8th grade. And the biggest complaint I’ve heard is that it’s too much stuff – nobody can teach all that. But that’s always been true about every set of standards.

Did they get rid of anything?

Not sure, because I don’t know what the elementary level CC standards did. There was lots of shuffling in the middle school, and lots of emphasis on algebra and algebraic thinking. Maybe they moved data and stats to earlier grades.

So I believe that my teachers in particular were more prepared. In other schools, where teachers weren’t explicitly being asked to align themselves to standards, it was a huge shock. For them, it used to be solely about Regents, and also Regents exams are very predictable and consistent, so it was pretty smooth sailing.

Let’s move on to curriculum. You mentioned there is no CC-aligned curriculum in NY. I also heard NY state has recently come out against the CC, did you hear that?

Well what I heard is that they previously said they this year’s 9th graders (class of 2017) would be held accountable but now the class of 2022 will be. So they’ve shifted accountability to the future.

What does accountability mean in this context?

It means graduation requirements. You need to pass 5 Regents exams to graduate, and right now there are two versions of some of those exams: one CC-aligned, one old-school. The question is who has to pass the CC-aligned versions to graduate. Now the current 9th grade could take either the CC-aligned or “regular” Regents in math.

I’m going to ask my 9th grade students to take both so we can gather information, even though it means giving them 3 extra hours of tests. Most of my kids pass 2 Regents in 9th grade, 2 in 10th, and 3 in 11th, and then they’re supposed to be done. They only take those Regents tests in senior year that they didn’t pass earlier.

What are the good and bad things about testing?

What’s bad is how much time is lost, as we’ve already said. And also, it’s incredibly stressful. You and I went to school and we had one big college test that was stressful, namely the SAT. In terms of us finishing high school, that was it. For these kids it’s test, test, test, test. I don’t think it’s actually improved the quality of college students across the country. 20 years ago NY was the only one that had extra tests except California achievement tests, which I guess we sometimes took as well.

Another way to say it is that we did take some tests but it didn’t take 5 weeks.

And it wasn’t high stakes for the teacher!

Let’s go straight there: what are the good/bad things for the teachers with all these tests?

Well it definitely makes the teachers more accountable. Even teachers think this: there is a cadre of protected teachers in the city, and the principals didn’t want to take the time to get rid of them, so they’d excess them out of the schools, and they would stay in the system.

Now with testing it has become much more the principal’s responsibility to get rid of bad teachers. The number of floating teachers is going down.

How did they get rid of the floaters?

A lot of different ways. They made them go into the schools, take interviews, they made their quality of life not great, and a lot if them left or retired or found jobs. Principals took up the mantle as well, and they started to do due diligence.

Sounds like the incentive system for over-worked principals was wrong.

Yes, although the reason it became easier for the principals is because now we have data. So if you’re coming in as ineffective and I also have attendance data and observation data, I can add my observational data (subjective albeit rubric based) and do something.

If I may be more skeptical, it sounds like this data gathering was used as a weapon against teachers. There were probably lots of good teachers that have bad numbers attached to them that could get fired if someone wanted them to be fired.

Correct, except those good teachers generally have principals who protect them.

You could give everyone a bad number and then fire the people you want, right?


Is that the goal?

Under Bloomberg it was.

Is there anything else you want to mention? 

I think testing needs to be dialed down but not disappear. Education is a bi-polar pendulum and it never stops in the middle. We’re on an extreme but let’s not get rid of everything. There is a place for testing.

Let’s get our CC standards, curriculum, and testing reasonable and college-aligned and let’s keep it reasonable. Let’s do it with standards across states and let’s make sure it makes sense.

Also, there are some new tests coming out, called PARCC assessments, that are adaptive tests aligned to the CC. They are supposed to replace Regents down the line and be national.

Here’s what bothers me about that. It’s even harder to investigate the experience of the student with adaptive tests.

I’m not sure there’s enough technology to actually do this anyway very soon. For example, we were given $10,000 for 500 student. That’s not going to go far unless it takes 2 weeks to administer the test. But we are investing in our technology this year. For example, I’m looking forward  to buying textbooks and get my updates pushed instead of having to buy new books every year.

Last question. They are redoing the SAT because rich kids are doing so much better. Are they just trying to get in on the test prep game? Because, here’s the thing, there’s no test that can’t be gamed that’s also easy to grade. It’s gotta depend on the letters and grades. We keep trying to shortcut that.

Listen, this is what I tell the kids. What’s going to matter to you is the letter of recommendation, so don’t be an jerk to your fellow students or to the teachers. Next, are you going to be able to meet the minimum requirements? That’s what the SAT is good for. It defines a lower bound.

Is it a good lower bound though?

Well, I define the lower bound as 1000 in total. My kids can target that. It’s a reasonable low bar.

To what extent do your students – mostly inner-city, black girls interested in math and science – suffer under the wholly gamed SAT system?

It serves to give them a point of self-reference with the rest of the country. You have to understand, they, like most kids in the nation, don’t have a conception of themselves outside of their own experience. The SAT serves that purpose. My kids, like many others, have the dream of Ivy League minus the understanding of where they actually stand.

So you’re saying their estimates of their chances are too high?

Yes, oftentimes. They are the big fish in a well-defined pond. At the very least, The SAT helps give them perspective.

Thanks so much for your time Kiri.

Upcoming talks

A few months ago I gave a talk entitled “Start Your Own Netflix” talk that was part of the MAA Distinguished Lecture Series, the slides for which are available here and a short video version here.

Today I’m planning to modify that talk so I can give a longer and more technical version of it on Friday morning at the Department of Mathematical Science of Worcester Polytechnic Institute, where I’ve been invited to speak by Suzy Weekes.

In about a month I’m going to Berkeley for a week to give a so-called MSRI-Evans talk on Monday, February 24th, at 4pm, thanks to the kind invitation of Lauren Williams. I still haven’t decided whether to give a “The World Is Going To Hell” talk, which would be kind of the technical version of my book (and which I gave at Harvard’s IQSS recently), or whether I should give yet another version of the Netflix talk, which is cool and technical but not as doomsday. If you’re planning to attend please voice your opinion!

Finally, I’m hoping to join in a meeting of some manifestation of the Noetherian Ring while I’m at Berkeley. This is a women in math group that was started when I was an undergrad there, back in the middle ages, in something like 1992. It’s where I gave my first and second math talks and there was always free pizza. It really was a great example of how to create a supportive environment for collaborative math.

Categories: math, women in math

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