What education reporters fail to do is ask a series of critical questions and do some investigating. For example, reporters could ask: What math questions are on these tests? Are these tests possibly geared to fuzzy math? Is there math instruction outside of fuzzy math, e.g. from parents or tutors?
But administrators at Clayton and Edwardsville stand by the program.
"Look at the scoreboard," Keenoy said, referring to Clayton's high test scores.
Edwardsville has seen its math scores jump since it started the program in 2001 by up to 20 percent in a grade level, some of the highest overall in the area. And the number of students taking higher math classes in high school has nearly tripled, said Lynda Andre, assistant superintendent for instruction.
The article does point out that there is supplementary math instruction.
Both districts have addressed some of the perceived shortfalls by requiring teachers to supplement the program with timed tests and exercises on basic math facts.Could that and other unreported factors like parent involvement and tutoring contribute to the supposedly high tests scores attributed to fuzzy math?