1. + Increasing the Number of Minority Students in Accelerated Classes Hannah Worman, Kaitlin Burke, Jackie Wolfe, & Kelsey Skogsberg

2. + Why do you think that there is a lower proportion of minority students in accelerated math classes? A. Teacher have low expectations for these students B. Innate math ability & no drive to succeed C. Inadequate curriculum D. Inadequate support system at home E. Negative self image towards math & school

3. + Why is this a “Hot Topic”? There is a clear disproportion of minority students in advanced math classes in proportion to their numbers in the school. Teachers tend to have lower expectations of minority students in math classes

4. + “Why Aren’t More Minorities Taking Advanced Math?” Expand our thinking about who can do mathematics Build on minority students’ existing academic communities Learn from schools that promote math excellence Expand the options in school mathematics courses Expand enrichment opportunities Reduce students’ isolation Erica Walter

5. + Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys For Success (defined as taking Algebra 1 before High School) minority students need Early Educational Experiences Recognition of Abilities and How it was Achieved Support Systems Positive Mathematical and Academic Identity Teachers with lowered expectations a huge issue in minority success Minority students need positive academic and mathematic role models (Malik) Almost all research available done on minority failure in higher mathematics instead of success Robert Berry

6. + Which one of these is not a factor that contributes to minorities’ success in math: A. Advocacy from adults (parents, teachers, or others) B. Racially based teacher expectations C. Positive relationship between student & teacher D. Positive self image towards math and school E. Recognition of abilities

7. + “Why Do Students Drop Advanced Mathematics?” How to create more “turnaround” students The “Teacher Expectation Effect” & it’s effect on students Create more collaboration between math teachers Create a better rapport between teachers and students Benefits of semester vs. year long courses Remove the remedial track Ilana Horn

8. + An African American student is struggling in your algebra classroom what do you do? A. Move him to a lower class B. Tell him to study harder or do more homework problems C. Meet with him individually to figure out what is wrong D. Ignore him E. Send a letter home to get the parents to get them involved

9. + “Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers & Constraints” Focus on middle school Shortage of skilled, trained math teachers & unequal opportunities to learn challenging math Bimodal pattern Implement a strong school-wide reform in math, have increased teacher support & training, & organizational reforms to improve teacher-student interactions and relationships Create learning environments to promote effort & attendance, as well as create relationships with our students Balfanz, R. & Byrnes, V.

10. + What is best practice related to this topic? Teachers should have high expectations & challenge their students. Schools should offer a way to move up for students who are excelling. Teachers should support students individually

11. + Bibliography Balfanz, R. & Byrnes, V. (2006). Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints. Journal of Education for Students Placed at Risk, 11(2), 143-159. Retrieved from http://www.csos.jhu.edu/pubs/EdWeek/JESPAR%20CLosing%20 Achievement%20Gap%20Re-Print.pdf http://www.csos.jhu.edu/pubs/EdWeek/JESPAR%20CLosing%20 Achievement%20Gap%20Re-Print.pdf Berry, Robert Q. (2012). III. Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys. Journal for Research in Mathematics Education, 39.5, 464-88. Horn, Ilana. (2004). Why Do Students Drop Advanced Mathematics? Educational Leadership, November, 61-64. Walter, Erica M. (2007). Why Aren’t More Minorities Taking Advanced Math? Educational Leadership, November, 48-53.