Experts Preach to the Choir . . .

Education experts from many fields convened on March 8, 2001 to discuss our students' hyper-accelerating themselves in their mathematics education. The panel discussion was sponsored by ISMAW as well as by the Association of Independent Schools of Greater Washington (AISGW). Invited to speak were Joan Reinthaler, math department head at the Sidwell Friends Upper School; Robert Hoch, college counselor at the Sandy Spring Friends School; Barbara Bergman, former associate dean of undergraduate admission, Georgetown University, and currently director of college counseling, Georgetown Day School; Thomas Rishel, former professor of mathematics, Cornell University, and currently associate director, Mathematical Association of America. Richard Restak, clinical professor of neurology at George Washington University and author of "Mysteries of the Mind", accepted an invitation to participate but later canceled due to a conflict in scheduling.

Over one hundred math teachers and school administartors attended the discussion, which was held in the Maret School auditorium. Joan Reinthaler was the first to speak, and she read from this prepared statement. The main thrust of her speech was to remark on how rushed students are when they accelerate themselves too quickly in their math education. There are many topics that get left out, and their understanding of many of the topics they rush through is tenuous at best. Joan feels that college counselors make a mistake when they urge most students to take calculus in high school because it looks more impressive to college admission committees. The end result is that students understand less mathematics and have less mathematical self-esteem.

Robert Hoch spoke next, stating there is too much pressure for students to accelerate in both math and foreign language. Students applying for admission to Sandy Spring always ask, "When can we start [either algebra or foreign language]?" Students are not able to enjoy their high school experience anymore; high school has become pre-college. Math departments in colleges are not on the same page as the college admissions people. Students who do not accelerate perceive themselves to be at an a disadvantage.

Barbara Bergman said that although the college admissions offices nationwide are beginning to hear the message, students who are not in an accelerated math program are in fact at a disadvantage in applying to certain programs. Many college students are under the mistaken impression that colleges want them to take AP's in every class, and as a result they arrive at their college campus needing a break. Colleges now are looking at aspects of a student's profile other than numbers of AP's. Students should challenge themselves only in areas that they feel strong.

Tom Rishel had recently left Cornell after twenty-seven years. He spoke at length about the Cornell system of dividing freshmen into various calculus courses. Almost all students in the engineering program at Cornell had A.P. calculus. He often saw nothing but successful students, but he was sympathetic with ISMAW's desire for students to accelerate only when intellectually appropriate.

The audience for the most part agreed with the panel. There are still videotapes available to ISMAW or AISGW member schools, from Rachel Faulkner at the AISGW offices.