Many students in Principal Thelen’s academic-vocational school were
not very mathematical, even though they were excellent in the practical
aspects of spatial recognition needed in some of their vocational courses.
To help them pass the required examination without experiencing fail-
ure, Mr. Thelen and his math supervisor stretched the sides of the box.
Entering students deficient in mathematical acumen, as measured by the
school’s own placement exam, were given a four-semester sequence,
using the first semester to bring the students’ math skills up to the high
school level. They were also given reduced-size classes and in some cases
a supplemental Title I math class. At the end of four semesters, over 80
percent of these students passed the Math A exam on their first sitting.
About fifty students did not pass. For these, they created a course
called Math B Prep. On paper, it was a course to review all the concepts
students needed to know to succeed in this second course in the sequence.
In actuality, it was a Math A test prep course. By creative programming
and course titling, they stretched the box a little further to help their
students. They stayed within the letter if not the spirit of the curriculum
parameters.
Principal Thelen stretched the box even further in future years. Stu-
dents who needed two or more years to pass the Math A exam did not
have enough semester slots left to complete the Math B curriculum and
be prepared for the Math B exam. The principal and his math supervisor
created the course Topics in Math B and concentrated on those topics that
would help students do better on the SAT. This met a student need and
at the same time included the recommended instruction, albeit sifted for
particular topics.
Another way to bend the sides of the box is to provide students with ways
to make up course requirements so as to reduce failures. This serves stu-
dents by helping them keep on track and serves the school by improving
its passing statistics. Let’s look at some examples.
In many schools, physical education (PE) is a problem. No matter how
many times Principal Valletta told students that they needed to pass PE
to graduate (this was a topic in her orientation lesson for incoming ninth
graders), students were absent from gym or came unprepared. Part of the
reason was that for programming purposes, many students had PE as their
first or last class. Those arriving to school late missed PE. Those wanting
Stay within the Box and Remember—Life Is Unfair 177