by Lance T. Izumi, Fellow in California Studies
Pacific Research Institute
July 1997

Announcer lead: Time for Perspectives. Lance Izumi says that the reaction to California's proposed math standards are very revealing.

Recently, the California education standards commission released a first draft of its proposed math standards for the state. Although some fine-tuning will be needed, Stanford University Math Professor Ralph Cohen says that the draft math standards constitute "a courageous document." Prof. Cohen notes that a curriculum aligned with these standards will be rigorous and will prepare students for algebra, geometry and other higher-level math courses.

Prof. Cohen is certainly correct. The draft standards do indeed require that students acquire the knowledge and skills that will allow them to perform specified mathematical calculations. In the kindergarten section, for example, children are expected to do simple addition and subtraction, identify common coins and their value, and measure and tell time to the nearest half hour.

Reasonable expectations, right? Not according to Helen Faul, past president of the California Kindergarten Association. In criticizing the proposed standards, Ms. Faul worries about exposing students to rigorous drills rather than having children explore, investigate and describe "math concepts." She also worries the standards will reward "just knowing the answer rather than understanding." In other words, these standards could spell the beginning of the end for California's touchy-feely "new, new math" curriculum.

Let's hope so. After years of "new, new math" instruction, California fourth graders scored near the bottom of the nation on the latest national math assessment.

Business, which must employ the products of our public education system, praised the rigorous standards. An Apple Computer official said that the skills outlined in the standards are what's required in the workplace, especially the high-tech workplace. According to the Apple representative, the draft standards, "are, for the most part, clear, concise, and comprehensive" and are "a good step in the right direction."

California public education is in deep trouble. The standards commission, thus, must stay on course, continue to emphasize rigor, and ignore the alarm calls of those responsible for getting us into this mess in the first place.

With a perspective, I'm Lance Izumi.