2 Uri Treisman is recognized as the originator of a collaborative method of teaching college-level calculus and subsequently other subjects.
3 See Appendix 1: CPMP Financial Support for full list of grants.
4 See Asera (1990), Myer (1991) and Sweeney (1991 and 1992), for examples.
5 Neil Davidson (University of Maryland/College Park), Frank Davis (Lesley College), Lizanne DeStefano (University of Illinois/Urbana-Champaign), Theresa Hernandez-Heinz (San Francisco Unified School District), and Joseph Rosenstein (Rutgers University).
6 Unfortunately, in most schools the double-period algebra course called for in the model has not survived economic pressures.
7 Jaime Escalante, a California teacher, was successful in helping a high percentage of his Latino students pass the AP calculus exam. Their story was publicized in the movie, Stand and Deliver.
8 Phyllis Hart, a high school counselor in Los Angeles, CA, developed the Banning High School model, with methods for improving student behaviors such as attending class and doing homework. Hart was a guest presenter at a Saturday CPMP meeting.
9 Jawanza Kunjufu is the author of To be smart or popular: the Black peer group (1989), Countering the conspiracy to destroy Black boys (Vol. 1, 1982; Vol. II, 1986), and several other publications. He speaks widely and conducts workshops on topics such as "Developing positive self-images and discipline in Black children."
10 This distribution was bimodal, with higher scores from the two magnet schools. In the non-magnet group, there were some schools with vastly lower means; still the total group was never significantly below the national median (e.g., in 1992-93 the mean from the non-magnet schools was 47.2 percentile).
11 The precise data is taken from a 1995 report to Mathematics Task Force of the Chicago Systemic Initative, by Mark Moskowitz, with support from the Department of Research and Evaluation of the Chicago Public Schools. This report is based on the 1994 graduating seniors. If anything, the situation was worse in 1990.
12 Teaching Integrated Mathematics and Science (TIMS), NSF-funded experiments prepared for elementary through middle grades by UIC project headed by Phil Wagreich and Howard Goldberg (Wagreich, et al, 1995). CPMP students generally had not been exposed to materials like these in their first eight grades. An excerpt from the View tube activity is given in Appendix 4, Summer Institute Student Curriculum, and from the associated Teacher Lab Discussion in Appendix 10, Teacher In-Service Sessions.
13 Actually, the View Tube activity already contains questions concerning the concepts being developed.
14 In some schools, instead of the CPMP students being kept together, they were divided among two or three classes, so that several students would be able to bring the positive attitude from summer to a new group of students.
15 At one school, one of the two CPMP teachers retired and the other transferred to another school, so recruitment of students was not done. Instead two incoming freshman classes (arbitrarily chosen) were assigned to CPMP in the fall. A few of these students resisted a "special" course, especially the double-period requirement, but only a few dropped out and most did well. Thus, in this case students entered the program without electing it or meeting any criteria but were able to succeed. (The school promptly transferred the most successful students into Honors classes for their geometry.)
16 Numbers reported are conservative. By 1991, some teachers said, "All my students are CPMP students," because, while the students had gone through no selection process nor "signed up" for CPMP, they were receiving the same type of teaching; the teachers had adopted some of the principles and they were using the same activities in all their algebra classes.
17 Only one teacher who participated in Summer Institute and stayed in her CPMP school refused to participate further after one year; a few teachers "stopped out," saying it was too hard, but returned to CPMP later.
18 This statistic would have been marginally better if not for the CPS's school-day re-structuring in Fall 1993, which made it impossible for some students to take the advanced math courses they had elected.
19 Jane Prueher, in her essay: Year One at Horlick High School.
20 External visitors observing CPMP classes often asked how they could get similar results; staff received more requests for consulting than it was possible to accommodate. For example, there were several visitors from Kentucky, from their USI and university programs; on two occasions, teachers teamed with Dees to present workshops in KY.
21 McLaughlin, P., 1994. The College Preparatory Mathematics Program: a university and school system working together, A summary report.
22 Summarized from papers such as Dees, Baldwin, Majumdar and Schumann, 1992, presented in conjunction with a poster session at the Annual Meeting of the American Educational Association, San Francisco, April. The authors conducted analyses of equatability of the three tests and also the extent to which the test met the criteria of the SOLO taxonomy.
23 In an early version, for example, Item 2 pictured a rectangle with the length of the sides labeled and asked three questions about it. About 13% of the students who responded correctly at the higher levels did not respond correctly at the lowest level. Examination of the test forms indicated that a number of students may have been confused by the question. It asked for a True-or-False response to: "One side of the rectangle is 4 ft and another side is 6 ft." One student marked the statement False, edited it to read, "Two sides of the rectangle are 4 ft and two sides are 6 ft," and marked the-re-statement True.
24 This experiment, having the student take two math courses concurrently, turned out not to be as effective for accelerating or "catching up" as taking an extra course in the summer.
25 8 weeks, 1 full credit
26 Lane Tech, a magnet school, had pre-calculus as a target class and Englewood, a neighborhood school, sought to double the size of its Advanced Algebra/Trigonometry class.
27 Slaughter, R. 1993. What is the effect of the Cooperative Learning College Preparatory Mathematics Program on the mathematics achievement of Minority Students? Slaughter used 8th grade ITBS math scores and 11th grade TAPP scores, with 30 African-American students and 30 Latino students in each group, comparison and CPMP. She found that the CPMP students performed significantly better than the comparison group.
28 The full text of her summary is in Appendix 20, School change.
29These data are from a 1995 report to the Mathematics Task Force of the Chicago Systemic Initiative by Mark Moskowitz, with support from the Department of Research and Evaluation of the Chicago Public Schools. This report is based on the 1994 graduating seniors.
30 1991 CPMP proposal (submitted to Illinois Scientific Literacy Program and other funding agencies)
31 Teachers from previous years were still part of the group as well, unless they left the 7 member schools.
32 When some veteran CPMP teachers read this list, they said, "That's our program."
33 Illinois Department of Education, District Eisenhower Program, $35,000; 1992-93.
34 Excerpted in Appendix 4.
35 Teacher Lab Discussion for View Tube excerpted in Appendix 10.
36 Beginning teachers were given a copy of "Cooperation in the mathematics classroom: A users manual," an article by Dees in Davidson, 1990.
37 These students had completed algebra and geometry concurrently as freshmen.
38 Teachers who participated in more than two Summer Institutes were either extending their knowledge by working with a higher level math course or were taking leadership/training roles.
39 Much more detail is given in Chapter 5.
40 Clemente, Chicago Vocational, DuSable, and Richards Vocational High Schools.
41 Illinois Goals Assessment Program.
42 Because this chapter is being used elsewhere, figures and tables are numbered independently from the main text.
43 From proposal submitted February 1, 1992 to NSF's Teacher Enhancement
Division.
44 Sharon Hernet worked not only in another school but in another district (Milwaukee), and commuted to Racine daily to team teach with Prueher.
45 Personal letter 12/7/95
46 Phone conversation, 10/20/96
47 Slaughter, 1993
48 Two teachers from Lincoln Park High School in Chicago joined CPMP as associates and taught at CPMP schools in the 1994 Summer Institute. Determined to join CPMP, they attended monthly meetings during the 1994-95 academic year and persuaded their principal to support the program. Lincoln Park was accepted as a CPMP school in 1995, replacing Evanston.
49 The report is excerpted in Appendix 19.
50 In the original plan of the UIC proposers, each of the two new clusters would be funded for a cycle of at least three complete years, academic year plus Summer Institute. However, due to the length of the negotiation process that occurred, this was not possible.
51 Dees et al, 1994; submitted to NSF as part of the Year 2 Report (Baldwin et al, 1994)
52 Dr. Macey retired in 1995.
53 Personal communication, February 1995.
54 Neil Berger, Nasrollah Etemadi, Dave Foulser, Anatoly Libgober, Dibyen Majumdar, Nicholas Oppong, Dave Tartakoff, John Wood.
55 From Appendix 1: CPMP Financial Support
56 Plan for Summer 1996, sent to NSF with budget revision, April 18, 1996. Included in Epilogue: Summer 1996.
57 Respectively, Wagreich et al, 1996; Alpert et al, 1996; Encyclopedia Britannica Educational Corporation, 1996.
58 Lake View, Whitney Young, and Foreman