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I was teaching high school mathematics here in CA for three years. It ended up being a nightmare for two reasons.
1. NCLB, or as educators call it, "nickle-bee". It has all the administrators and school boards scared to death. Naturally, in response to NCLB, that means that they will further destroy the public school system. Testing has become *everything*. Education and teaching has become secondary. It is now all about getting the students through the horrible litany of tests that the state and local boards inflict on the poor students.
NCLB also has the boards and administrators trying to achieve a faculty of "only the highest qualified teachers". This means that new teachers do not receive the kind of support they need. They are in dreamland on this issue. That's why NCLB is called by many faculty members as, "blame the teachers first".
2. The certification process is horrible, a nightmare, hopeless to the task. Getting credentialled is such a bunch of bullshit that there's no way an educated person is going to want to go through it to become qualified. To their credit, the educational institutions have their heart in the right place, but in the new NCLB environment, any good they do is being swept aside. The "structure" of the requirements and such is preserved, but nothing of the substance.
A person leaving the traditional work force to pursue a new career in education must effectively enroll in an undergraduate education program (no matter what the school calls it), take two years off from work to complete the requirements (including a year of teaching without pay), and then, and only then, do they find out that the whole system is corrupt and totally ignores every single primary tenet of education.
Is this an indictment of our educational system? You bet it is.
An example from experience:
At my high school, mainstream algebra is taught to every single incoming freshman regardless of their academic abilities. For the three years I was teaching at this school the freshman algebra failure rate (F or D) was at about 75%. The year after I left the school (and teaching) forever, the failure rate was 92%. The reason? Simple.
The state of California requires both algebra and geometry on the State required high school exit exams. In order to give the students the required coursework to take that exam in the sophomore year the school district required academic algebra of all incoming freshmen, whether or not they were qualified to take the course.
Furthermore, in a policy of monumental stupidity, when a student fails the first semester of the course he or she must take the second semester anyway, regardless of the fact that a snowball has a better chance in Hell than that student passing the second semester. The failure rate of students repeating the algebra class is even higher than that of the first year. When I was teaching it was over 80%. Many, many students never got through the first year of algebra in spite of the state, district, and school's attempts to force the issue.
The result of this whole idiotic fixation on freshman algebra was that students are totally without any motivation. They act up in class. They know they have little hope of passing and they deliberately disrupt the whole process. Teaching mathematics in a California high school (other than the upper class schools) is a total nightmare. Mathematics education in California is a meatgrinder.
I am back at my old career. Needless to say, I am much happier since I left education.
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