“The knowing-doing gap can emerge for a number of reasons. Sometimes it’s because teachers are exposed to an idea but aren’t helped to understand exactly what to do about it—how to put it into action. Sometimes it’s because teachers know what to do, but haven’t ‘rehearsed’ enough outside the classroom for it to manifest inside the busy context of a lesson. And sometimes it’s simply because old habits die hard—and insufficient attention has been put into establishing the new habit.” (Peps Mccrea)
It’s frustrating to identify student learning that falls short of what we desire, and we are at a loss as to what to do to increase their success. But perhaps more frustrating is knowing what actions could cause the student success and not being prepared to do what we know.
Here’s an example I recently found:
The problem– When students are unable to complete Algebra 1 during their freshman year, they often face academic and logistical challenges that impact their long-term educational trajectory. Algebra 1 is a foundational course that not only introduces students to critical problem-solving and analytical skills but also serves as a gateway to advanced high school mathematics and sciences. Failing to pass or even enroll in Algebra 1 by the end of ninth grade can prevent students from taking the subsequent math courses needed to meet college admissions requirements, potentially narrowing their post-secondary options.
In addition, students who struggle or fall behind in Algebra 1 may develop a negative self-concept regarding mathematics, which can lead to disengagement and avoidance of STEM-related pathways. This setback often necessitates remedial courses, further delaying academic progress and building a negative (fixed mindset) regarding math abilities.
The Algebra Project, a nationwide initiative, highlights that access to high-quality math education, particularly in early high school, is a crucial determinant of equity in educational outcomes. When students miss this milestone, the repercussions extend beyond high school, affecting their readiness for the workforce and economic opportunities
A solution– An Education Week article, What Happened When A District Put Struggling Students in Regular Algebra? identifies a study that showed students who would have otherwise been placed in remedial math can succeed in 9th grade algebra—if they have the right support structure. A de-tracking initiative placed below-grade-level and on-grade-level students together in the same 9th grade algebra classes and gave their teachers intensive training on how to support students at different ability levels.
They found that struggling students in these mixed classes went on to pass more high school math courses. They did better on 11th grade math tests than their peers who had been placed in a remedial track—and didn’t affect the achievement of the on-level students in the class.
What did it take?–
The teachers who volunteered to teach these classes received 15 days professional learning experiences focused on how to support learners at different levels. In addition, they received an additional planning period, access to a district-wide professional learning community, coaches that visited four times a semester, and a partner teacher at their school site.
In part, the professional development focused on employing “math language routines” designed to give teachers a way to check for students’ understanding in real time and address any misunderstandings if necessary.
Finding– On average, these students were more likely to pass Algebra 2 by the end of high school than their peers who had been placed in a 9th grade remedial course. They also outperformed the remedial group on 11th grade state tests. These students were more engaged in school—they attended school more often, and they were more likely to stay in the district than their peers.
But placement into algebra came at a cost for some of this group. About half of the students sorted into the de-tracked class had to retake the class or enroll in a special pre-geometry bridge class as sophomores. After this setback, they were then on the same track as their peers in remedial courses. [For me, this uncovers the need to explore other areas for using what we know about learning. One example: we don’t have a process for giving credit for what was learned. If you don’t meet all course requirements you need to take the whole course over. I wonder if there is a chance that some of these students in Algebra 1 who didn’t pass learned as much as students in the remedial class did. Yet, we can’t credit that learning.]
“This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students’ mathematical potential”.
(Accelerating Opportunity: The Effects of Instructionally Supported Detracking)
This study illustrates doing what we know. What are we as educators learning? What do we do next?
As instructional coaches and building leaders, how often are you working with colleagues to identify the learning- doing gaps that are present in our practices. Finding incongruities with what we know is best for learners and what our system and practices do makes for ongoing PLC explorations and learnings.
