Stories We Tell

Dr. Valerie N. Faulkner is a Teaching Associate Professor in Elementary Education in the Department of Teacher Education and Learning Sciences at NC State University. Her current work focuses on K-2 mathematics education and issues of access and equity within schools. Dr. Patricia L. Marshall is a Professor of Multicultural Studies in the Department of Teacher Education and Learning Sciences at NC State University. She is interested in the impact of elements of culture including race, class, language on the teaching-learning process and teachers’ acquisition of cross-cultural competency.Dr. Lee V. Stiff is Professor of Mathematics Education in the Department of Science, Technology, Engineering, and Mathematics Education and Associate Dean for Faculty and Academic Affairs in the College of Education at NC State University. He is interested in affecting change that promotes the mathematics education of all students by effectively using data to better align existing resources to address issues of equity, student access to high-quality math courses, and course placement disparities.

• Acknowledgements IntroductionSection I- The Gap-MakerChapter 1- The Farce of Early Identification: A Hidden Story in Gap-MakingThe Promise of PromiseTalent DevelopmentThe Flawed Pillars of Early IdentificationTalent is Detected in the YoungTalent is InnateA Restricted Talent Pool is DesirableThe Story of Early IdentificationChapter 2- Data Doppels: Professional Stories and Gap-MakingData and High-Stakes Decision-MakingBeware the Data DoppelDecision-Making and Data Doppels in ActionHeart Attacks and the Goldman IndexSymphony Orchestras and Blind AuditionsBaseball and MoneyballData Doppels in SchoolsWhat student data drives mathematics opportunities?The “At-Risk” ModelAn imagined conversationRemediation as ElevationData Doppels in Math ClassNational Data and Middle School Mathematics PlacementHow Should We Think About This?Section II- Academic Opportunity in Schools Chapter 3- Diversity in Our Schools: Cultural Preconceptions & Instructional ChoicesMultiple Dimensions of Student Diversity in SchoolsNew Normals, Societal Scourges and Childhoods Lost?Intersecting Social Axes and Opportunity Gaps for Other People’s Children Beyond Diversity & The Abyss of Accountability Homogeneous Ability Grouping: The Smoke and Mirrors of Effective Teaching?Early Identification and Mindset in Grouping for Instruction Perceptions and Scapegoats Gap-Making through Teacher Decision-MakingCultural Difference as a Factor In Teachers’ Decision MakingTeacher Preconceptions: Critical Indicators of Student Learning Potential?Heterogeneous Groups and Growth Mindset: Toward Neutralizing Problematic Decision MakingTroubling StratificationChapter 4- Follow the Data: Gifts, Access, Cuts, and The-GapRigor for AllDifferent StrokesA Brief History of GiftednessAccess to the GiftThe CutFollowing DataCampbell’s LawBeyond GiftedThe Referral PoolGap-logicThe Achievement-Gap MeanVariance and VarietyThe mean doesn’t mean what you think it meansFinding StudentsSection III- Decision Making in SchoolsChapter 5- When Teachers Push Back: Data vs. BeliefMathematics Course PlacementsThe Placement DecisionThe Professional BeliefsAdjustments: Changing the Terms of EngagementThe RulesThe Case of AlexanderThe Case of LailaThe Case of Inconsistent LeadershipCumulative ImpactData vs. BeliefsThe Path of Most ResistanceChapter 6- Unpacking Belief and Finding ChangeUnpacking Belief: Data & the BrainConfirmation BiasCertainty, Doubt & ConfabulationCultural Norms, Race, and BeliefFinding Change#1 Recognize Conceptual Race #2 Free the Data, Free the Mind(set)#3 Less is moreThe Discomfort, and Reward, of ChangeAppendix- Chapter by Chapter QuestionsBibliographyAbout the Authors

This thoughtful and carefully organized book draws on a rich network of evidence to demonstrate the harm done when students are placed in academic courses based on demographic data. Using numerous examples, authors Faulkner, Marshall, and Stiff (all, North Carolina State Univ.) demonstrate clearly that when well-meaning education professionals rely on their perceptions of student ability, achievement gaps are reinforced. They make a compelling case for the use of objective data to place students in courses designed to help them succeed, while also discussing the limitations of objective data. Addressing confirmation bias, confabulation, and other problematic behaviors, they offer practical solutions to overcome these obstacles. Overall, the book uses sources efficiently and employs them in a way that would not be overwhelming to undergraduates or in-service teachers. The discussion questions at the end of the book, organized by chapter, make this an excellent text for undergraduate methods-of-teaching courses, professional learning communities, and professional development for in-service teachers. The thorough reference list also makes this an excellent text for graduate study.Summing Up: Recommended. Lower-division undergraduates through graduate students; professionals