Parents: District math scores call for advanced learning options

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Many Flandreau High School graduates are underprepared for college math, and some district parents say adding advanced math in seventh grade would help.
“Compared to other schools, only 32 percent of Flandreau students are ready for college. Most of the comparable schools are double that amount,” Kathy Heinemann, a district parent, told school board members at the most recent meeting.
The board tabled the issue until district staff can pull together information on what it is doing, and then the board will have further discussion.
“Everybody’s concerned. There’s not a person on this board that is not concerned,” said Board President Tom Stenger. “This has come up a lot.”
State education data shows that in 2015, 2016 and 2017, twice as many Flandreau graduates needed remedial math before they could take college algebra compared to the state average. The percentage of Flandreau graduates in remedial math were 61 percent in 2015, 16 percent in 2016 and 54.5 percent in 2017. The numbers only include students who went to South Dakota public universities.
The growing standards – students will need at least a score of 20 on the math portion of the ACT in 2019 compared to an 18 or 19 to take college algebra – suggests that more Flandreau students will need the remedial course, the parents group calculated. When students take remedial math, they need to pay for the extra course, and if ACT scores are lower students miss out on potential scholarships.

“Most remedial students never graduate. Remedial classes cost more money and cut back on progress,” Heinemann said. “Our students are paying an extra $2,000 for information they should have learned in high school.”
Heinemann said there are some changes that could help students do better in math. An advanced seventh grade math class would prepare students who are able to take algebra as eighth graders. In addition, self-paced classes and personalized learning programs that other districts use would be worth considering, she said. The district also could develop a policy for students who want to take classes online through the South Dakota Department of Education virtual school.
Heinemann was one of seven parents who spoke with the board about their interest in seeing some changes in the math education in Flandreau.
Middle School Principal Brian Relf said making one of the three sections of seventh grade math into an advanced class with possibly a dozen students would mean the other two sections would grow to 26 or more students each, which is large. In a somewhat new effort, teachers also are using more standardized test scores to break down information on what areas of the math curriculum, for example, need additional work with students.
Middle school math teacher Megan Severtson said she tries teaching all kids at the level they need. “I differentiate instruction within my classroom. According to a lot of research that has been done, that’s the best practice for pushing all learners,” she said.
School board member Jamie Hemmer said schools are moving away from putting students in certain tracks for learning. “It discourages our kids,” she said.
Offering an advanced class may not be the solution to having fewer remedial students, she said. “The kids that chose to take the advanced math classes aren’t the ones taking the remedial classes,” she said. “This discussion is a good one and a healthy one. It reminds us all that we have to challenge all of our learners.”
High School Principal Nichole Herzog agreed that having only 32 percent of Flandreau students going to universities in the state being ready for college algebra is too low of a number but in many cases, students aren’t taking advantage of advanced choices.
“You’re right, 32 percent is horrible because we’re not doing enough for those kids at the bottom either,” said High School Principal Nichole Herzog.
Board member Brian Johnson said the numbers are shocking. Why do Flandreau students have such a higher percentage of remedial learners in math, he asked.
Students need to be challenged more, said parent Rebecca Hobbie. “Those students that are capable of doing more are not allowed in the classroom to do more,” she said.