As a result, schools in California are filled with textbooks that offer weak, low-level mathematics content, are full of color pictures and activities, and are accompanied by claims of potential accomplishments. Now our state is near the bottom of the country in achievement. Further evidence is provided in the State Mathematics Standards report from the Fordham Foundation. Clearly, even with the influence of the National Science Foundation, the result is totally ineffective. The bottom line is that the prospects of adopting high-quality standards are bleak, even when large and heretofore respectable national organizations are involved.
Assessments too can suffer a similar fate.
As but one example, we have found that students receiving failing grades on a rather standard algebra 1 test are able to achieve honors recognition on our revised California Golden State examination. The initial plan for the Voluntary National Test in Mathematics was similarly misguided. We were distressed to see the plan head in the wrong direction and publicly expressed our opposition. The chairman of the development committee was the president of the National Council of Teachers of Mathematics at the very time they issued their so-called standards. With respect specifically to the National Assessment of Educational Progress, or NAEP, we are thankful that changes to this assessment device have been made slowly and with deliberation.