Table 3: Voting Results on the Relative Importance of Barriers


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Triggering Question: "What are barriers to what "ought to be done" for all students to learn math?"


57: (10 Votes) MATH INTERVENTION AND ENRICHMENT TIME IS NOT AVAILABLE FOR ALL STUDENTS WITHOUT MISSING NEW LEARNING WITHIN THE OFFICIAL SCHOOL DAY

1: (8 Votes) ACCOMMODATIONS OR INSTRUCTIONAL APPROACHES DO NOT MEET STUDENT NEEDS (LEARNING STYLE, LANGUAGE, OR SPEC. ED. NEEDS)

6: (6 Votes) LACK OF FINANCIAL RESOURCES TO INVEST IN A COMPLETE OVERHAUL OF OUR MATH INSTRUCTION SYSTEM - E.G. BOOKS, SUPPLEMENTAL MATERIALS AND TEACHER TRAINING

19: (5 Votes) LACK OF TIME FOR TEACHERS TO WORK IN K-12 COMMUNITIES IN ORDER TO FOCUS ON MATH INSTRUCTION

9: (4 Votes) LOW PERFORMANCE EXPECTATIONS

29: (4 Votes) THE NEED FOR ASSESSMENT DATA TO BE COMPILED EFFICIENTLY AND IN A TIMELY MANNER SO AS TO BE BENEFICIAL TO EDUCATORS

32: (4 Votes) LACK OF BELIEF THAT ALL STUDENTS CAN OR SHOULD LEARN MATHEMATICS

44: (4 Votes) LACK OF SUSTAINABILITY PLAN TO CONTINUE WHAT WAS STARTED

13: (3 Votes) MOST DATA AVAILABLE FOR TEACHERS IS NOT ACTIONABLE AT THE CLASSROOM LEVEL

47: (3 Votes) INSTRUCTIONAL AND ASSESSMENT RESOURCES THAT ARE ALIGNED TO STATE EXPECTATIONS ARE NOT AVAILABLE TO ALL TEACHERS

7: (2 Votes) LACK OF QUALITY TIME TO PROPERLY PREPARE DAILY LESSONS

8: (2 Votes) INADEQUATE TEACHER MATH CONTENT KNOWLEDGE

10: (2 Votes) NEED FOR TEACHER TRAINING PROCESS TO BUILD COMMON UNDERSTANDING ABOUT BEST PRACTICE MATH INSTRUCTION

24: (2 Votes) TOO MUCH CONTENT TO GET THROUGH SO THAT STUDENTS CAN TRULY UNDERSTAND CONCEPTS

26: (2 Votes) LACK OF PRACTITIONER AND PROFESSIONAL INVOLVEMENT IN THE DEVELOPMENT OF EDUCATION POLICY

27: (2 Votes) NEED FOR PARENT INVOLVEMENT IN TRAINING FOR BEST PRACTICE INSTRUCTION AND UNDERSTANDING STUDENT LEARNING OF MATH

37: (2 Votes) NOT USING A GUARANTEED AND VIABLE CURRICULUM WITH FIDELITY

40: (2 Votes) SHORTAGE OF HIGHLY QUALIFIED INSTRUCTORS

60: (2 Votes) LACK OF COLLABORATION AND COHESIVE ACTION PLANNING BETWEEN ESSENTIAL DISTRICT ADMINISTRATORS AROUND MATH (SPECIAL ED, BILINGUAL, ETC...)

63: (2 Votes) THERE IS A DISCONNECT BETWEEN COLLEGE PROFESSORS THAT ARE TEACHING THE MATH ED CLASSES AND THE K-12 CLASSROOMS OF TODAY

4: (1 Votes) RELIANCE ON PARA PROFESSIONALS TO WORK WITH HIGH NEEDS STUDENTS INSTEAD OF HAVING THE MOST QUALIFIED TEACHERS WORKING WITH THEM

16: (1 Votes) TEACHERS LACK OWNERSHIP IN PROFESSIONAL DEVELOPMENT

22: (1 Votes) LACK OF TEACHER KNOWLEDGE REGARDING FORMATIVE ASSESSMENT

31: (1 Votes) LACK OF VARIOUS ABILITIES AND DESIRES OF TEACHERS AND ADMINISTRATORS TO ADDRESS STUDENT NEEDS

33: (1 Votes) LACK OF REAL WORLD INPUT INTO WHAT REAL AND RELEVANT APPLICATIONS OUGHT TO BE TAUGHT

39: (1 Votes) DISAGREEMENT BETWEEN MEMBERS OF THE MATH COMMUNITY REGARDING MATHEMATICS INSTRUCTION

46: (1 Votes) LACK OF APPROPRIATE STUDENT/TEACHER RATIO

52: (1 Votes) DATA USED TO MEASURE PROGRESS (AYP) DOES NOT COME FROM A VERTICAL MEASURE OF PROFICIENCIES

62: (1 Votes) TOO LITTLE IS DONE FIRST TO BUILD RELATIONSHIPS AND MEET STUDENT SOCIAL NEEDS BEFORE TEACHING MATH

2: (0 Votes) NEED FOR TEACHING STAFF TO BE WILLING TO MOVE AWAY FROM TRADITIONAL TEACHING STRATEGIES IN ORDER TO TEACH ALL STUDENTS

3: (0 Votes) BEING UNABLE TO USE DATA AS A MEANS TO GUIDE INSTRUCTION AND LEARNING AND NOT TO PASS JUDGMENT ON A SPECIFIC TEACHER

5: (0 Votes) INCONSISTENT LOCAL CONTROL IN SCHOOL DISTRICTS

11: (0 Votes) INCREASED EMPHASIS ON SUMMATIVE ASSESSMENTS TO MATH

12: (0 Votes) NEED FOR RESTRUCTURING OF LEARNING TIME FOR STUDENTS

14: (0 Votes) LACK OF EDUCATIONALLY KNOWLEDGEABLE BOARD MEMBERS

15: (0 Votes) ENTRENCHED AND OUTDATED VIEWS OF HOW AN EDUCATION SYSTEM SHOULD LOOK

17: (0 Votes) TEACHERS LACK THE CLASSROOM TIME NECESSARY TO OFFER DIFFERENTIATED INSTRUCTION

18: (0 Votes) THE SCHOOL YEAR IS TOO SHORT

20: (0 Votes) THE NEED FOR ASSESSMENT DATA TO BE COMPILED EFFICIENTLY AND IN A TIMELY MANNER SO AS TO BE BENEFICIAL TO EDUCATORS (DELETE)

21: (0 Votes) LOW EXPECTATIONS FOR TEACHERS TO SELF-IDENTIFY PROFESSIONAL DEVELOPMENT NEEDS

23: (0 Votes) LACK OF REFLECTION TIME FOR TEACHERS TO EVALUATE THE EFFECTIVENESS OF LESSONS

25: (0 Votes) LOW PARENTAL EXPECTATIONS FOR THEIR CHILDREN TO SUCCEED IN MATH

28: (0 Votes) THE BELIEF THAT STUDENTS ONLY NEED BASIC MATH SKILLS

30: (0 Votes) TOO MANY EDUCATIONAL ORGANIZATIONS NEED TO COMMUNICATE AND COLLABORATE

34: (0 Votes) RELATIVE IMPORTANCE OF SUBJECTS IS UNDULY IMPACTED BY POLICY SET BY FORCES OUTSIDE THE SCHOOL DISTRICT I.E NO CHILD LEFT BEHIND

35: (0 Votes) LACK OF SUPPORTIVE AND MEANINGFUL MATH PROFESSIONAL DEVELOPMENT FOR TEACHERS WHO ARE NOT COMFORTABLE WITH MATH

36: (0 Votes) INABILITY OF PARENTS AND TEACHERS TO ALLOW STUDENT FRUSTRATIONS IN ORDER TO LEARN MATHEMATICS

38: (0 Votes) LACK OF EXPECTATION FOR IMPLEMENTATION OF BEST PRACTICES LEARNED IN PROFESSIONAL DEVELOPMENT

41: (0 Votes) TOO LITTLE TECHNOLOGY IN THE HANDS OF STUDENTS

42: (0 Votes) INADEQUATE OR INAPPROPRIATE INSTRUCTIONAL MATERIALS AVAILABLE

43: (0 Votes) THE PERVASIVE DISPROPORTIONATE EMPHASIS ON LANGUAGE SKILLS PRESCHOOL THROUGH HIGH SCHOOL

45: (0 Votes) THE INEQUITIES OF SCHOOL FUNDING

48: (0 Votes) THE MISDIRECTED MINDSET OF ASSESSMENT OF MANY PARENTS, STUDENTS AS WELL AS TEACHERS AND ADMINISTRATORS

49: (0 Votes) LACK OF KNOWLEDGE AT THE SCHOOL LEVEL ABOUT GOOD INSTRUCTION IN GENERAL AND MATHEMATICS IN PARTICULAR

50: (0 Votes) NEED FOR FLUIDITY OF CLASSES TO MEET STUDENT NEEDS

51: (0 Votes) TEACHER PREPARATION LEAVES TEACHERS UNPREPARED TO MEET THE NEEDS OF A DIVERSE STUDENT BODY

53: (0 Votes) INCONSISTENCY OF CONTENT EXPECTATIONS FROM THE STATE AND FEDERAL GOVERNMENT FROM YEAR TO YEAR

54: (0 Votes) INCONSISTENT EXPECTATIONS FOR TEACHER PREPARATION PROGRAMS ACROSS THE STATE OR THE NATION

55: (0 Votes) SLOW RESPONSE FROM INSTITUTES OF HIGHER EDUCATION TO CHANGE AND TO MEET STATE, DISTRICT, AND POPULATION NEEDS

56: (0 Votes) ATTITUDES AND BELIEFS THAT LEAD TO LOW EXPECTATION OF POOR AND AFRICAN-AMERICAN STUDENTS

58: (0 Votes) LACK OF SUSTAINABLE FOLLOW UP IN PROFESSIONAL DEVELOPMENT

59: (0 Votes) LACK OF OPPORTUNITIES FOR PARENTS TO LEARN AND UNDERSTAND MATH EXPECTATIONS

61: (0 Votes) THE LACK OF COMMON LANGUAGE AND KNOWLEDGE OF WHAT BALANCED ASSESSMENT IS

Total Votes Cast: 80