ED 345 942 SE 052 796

AUTHOR Escalante, Jaime

TITLE The Jaime Escalante Math Program.
INSTITUTION National Education Association, Washington, D.C.
PUB DATE 90
NOTE 21p.; This article first appeared in the Journal of
Negro Education, Vol. 59, No. 3 (Summer 1990),
published by the Bureau of Educational Research,
Howard University.
PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)
(120)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS *Advanced Placement Programs; Advanced Students;
Calculus; *Educationally Disadvantaged; Educational
Principles; *Enrichment Activities; High Schools;
Mathematics Education; *Mathematics Instruction;
*Minority Groups; Parent Participation; Parent School
Relationship; School Community Relationship; Student
Attitudes; Student Motivation; Student Recruitment;
*Summer Programs; Teaching Methods
IDENTIFIERS California (Los Angeles); Esmalante (Jaime); *Jaime
Escalante Math Program

ABSTRACT
This article describes the Jaime Escalante Math
Program, a system that in 1989 helped an East Los Angeles high school
set a record by administering over 450 Advanced Placement exams,
having administered only 10 tests in 1978. The article is presented
in three sections. The first section describes the program,
discussing origins and backgrounds: student recruitment, the
curriculum, scheduling, textbooks used, past graduates as models of
achievement, community resources recruitment, and teaching methods.
The second section describes the fundamental principles of the
Escalante Math Program. Ideas discussed include student, teacher, and
parent accountability, hard work, teacher expectation, love for the
students, parental involvement, mutual respect, proper nutrition, and
preventing drug use. The final section, on psychology and the
schools, proposes that teachers who encourage, discipline, and
motivate their students can gain their willingness work and help
the students overcome the obstacles to getting an education that
inner-city students face. The conclusion describes a vision of
mathematics education program of hard work combined with love, humor,
and a recognition of "genes," the desire to learn and ability to
sacrifice that young people have, that will provide an educational
pipeline taking students from kindergarten through to college
completion. (MDH)

***********************************************************************
* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************
 grE:,:c

Adak

MN,

I*

Ut DEARINTIOENT CIF EDUCATION

Odess of Erhicehonal Research and relprovearem
EDUCATIONAL RESOURCES INFORMATION
CENTER MEC/
=he Document hoe been reproduced is
received 11010 lee Pereen or orgsru/o/loo
oniensIing it
Mawr changes have been made 10 IrnPrOye
reco000010n owed,

Points Of Vie* at COO nrOnsiStatirl,41010 docu-

ment do 4,01 neCellfrairly repro5 0n, ottrcks1
DER& posdeon Or P014Cy

"PERMISSION TO REPRODUCE THIS

MATERIAL HAS SEEN GRANTED BY
Charles A. Erickson

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER IERICt"

Y AVAILABLE -2.
 Innumeracy, the mathematical equivalent of illiteracy, is a growing and serious
problem in the United States. Recently much has been written about this problem
in scholarly journals, the popular press, and periodicals The statistics are stagger-
ing Compared to all other industrialized nations, the United States ranks near
the bottom in math and science achievement
In today's technological age, numeracy is essential for the economic well-being
of the country In the high-tech future of the 21st century, not only economics
but also possibly our nation's very democratic foundation may rest on the ability
of our children to compete in an increasingly global marketplace Math skills and
technical knowledge required to participate in such a society will be far beyond
what is needed even today
In light of this challenge, an article by a fellow NEA member, Jaime Escalante,
is a timely offering It illustrates how an individual teacher can play a part in
vastly improving our students' performance Because of the artick's priority, utility,
and commonsense, the NEA has endorsed it and reprinted it for the use of our
membership On these pages, you will find articulation of ideas that are essential
to quality teaching
The excellence in teaching that our teachers bring to the task has never before
been so crucial to our nation's future There are many laime Escalantes among
our membership Some of these men and women have yet to realize the full
measure of their talent and potential We hope this article will provide all teachers
with useful and practical ideas
Keith Geiger
President
Nohow! Education Association
 The Jaime Escalante
Math Program

'14

Jaime Escalank
Mathematics Departmaa,
Garfield High Sckool,
Jack Dinnann,
Associate Director,
Foundation for Advancements in
Science and Education

In recent years I have been deluged with Associate Director of the Foundation for
questions from interested teachers, com- Advancements in Science and Education
munity leaders, and parents about my (EASE), to assist in the preparation of this
success in teaching mathematics to poor manuscript Mr Dirmann and EASE have
minority children I am not a theoretician, been essential to the success of my pro-
my expertise is in the classroom and my gram for more than five years
first commitment is to my students Together, we will address two basic
Nonetheless, I am willing to share my questions
opinions on this subject ii the hope that
1 "What exactly is the Escalante Math
they might be helpful to other profession-
Program in East Los Angeles,"
als in the field of education I am hopeful
this article will provide answers I have 2 "What fundamental principles
called upon my colleague, lack Dirmann, underlie my approach to teaching,"

1990 by Jaime Escalante and lack Dirmann All Rights Reserved

BEST 6OPY AYALALE

 tangible and inexorable deadline the
I. THE ESCALANTE second week of May Over the years I
MATH PROGRAM have found it easy to focus student atten-
tion on this challenge and its very real
Origins: The Game rewards of possible college credit and
of Education advanced placement in college mathe-
matics courses
In 1952, while still an undergraduate in Not all students who take the test score
La Paz, Bolivia, I Legan teaching a "three' or better, which enables them to
mathematics and physics first at one receive college credit at over 2,000
high school, then a second, and finally a colleges and universities, but chose who
third I found early in my career that sit for the exam have already won the real
children learn faster when learning is fun, game being played. They are winnerN
when it is a game and a challenge From because they have met a larger challenge
the beginning, I cast the teacher in the than any single examination could present
role of the "coach" and the students in the They have attained a solid academic
role of the 'team" I made sure they knew background in basic skills, especially math
that we were all working together In La and science, and are prepared to move on
Paz, in the fifties and early sixties, our and compete well against the challenges
"opponent" was the annual secondary of both higher education and life Many
school mathematics competition Our of my former studi-nts who have gone on
goal: to reign as the champion over all to college mathematics or calculus courses
the local schools often call me "Kimo,' they say ("Kim&
In the eighties and nineties, in the is the shortened, student-preferred
barrio of East Los Angeles, my students spelling of "Kemo Sabe," the nickname I
chant, "De-fense, De-tense, De-fense" (in was given by one of my gang kids in the
this context hard work, holding up under 1970s), "this was easy after your course
pressure, not giving your "opponent" an As the number of students enrolled in
inch), or "Beat ETSI" as they head to the my program has grown to betweea 140
proctored exam room for the Super Bowl and 200 studying calculus alone, Ad-
of tests the Advanced Placement (AP) vanced Placement at Garfield High
Examination The ETS (Educational School has also exploded in other techni-
Testing Service) AP Calculus test is the cal subjects such as physics, chemistry,
most difficult of all the examinations biology, and compuwrs Many of my
administered nationally to secondary students now take two, three, and some .
school students and it gets tougher every times even four AP tests in various sub.
year Less than 2% of high school seniors iects in 1989 the school set a record with
nationally even sit for the exam Of all over 450 AP tests administered in 1(-)
the Hispanics attempting the test nation- different subjects By comparison, in
wide, 25%-30% originate from my 1978, the year before I started my AP
program, only 10 tests were administered
program
Few students today have not been for the entire school and not one student
lectured on the necessity and importance sat for the calculus examination
of a good education, but the dictum "get
a good education" may be too nebulous a
message for easily distracted young
Recruiting Students
minds Their focus easily shifts to other
morc pressing prublems, particularly
A growing number of junior high
when they are living in poverty The Al' school students who wish to be part of
test provides the formidable outside the program enroll early and participate
"opponent*" that galvanizes the students in their first math class during the summer
and teacher in a united charge toward a program at East Los Angeles College

52
(ELAC) between their ninth grade year teachers would tel me, 'Take Johnny, he's
(last year of junior high school) and their gifted in math," I would almost always
tenth grade year. Thus, by the time these ignore them. Such a recommendation was
students enter the tenth grade they are almost a guarantee that I would pass that
prepared to take geometry. Currently, six child over If the child was in fact gifted,
Escalante program students are studying I figured he or she would need less help
math analysis at a local junior high school from the teacher Secondly, few of the
By the time they reach the twelfth grade, "gifted" were appreciably different from
they will be ready for third-year college the "average" except in their ability to
math. score high on tracking tests Instead, I
often chose the rascals and kids who were
I have been able to reach down into the
"discipline problems," as well as those who
three feeder junior high schools and
simply liked math I found that the "class
establish an unofficial recruiting network cut-ups" were often the most intelligent,
within their math departments We are hut were extremely bored by poor teach-
constantly trying to pick out promising
ing and disillusioned by the perceived
kids with ganas (gams translates loosely
dead-end that school represented for
from Spanish as "desire," or the "wish to
them Sometimes they showed themselves
succeed") while they are yet junior high
to have the most ganas when their learning
school students, so that thcy can enter the
light" finally switched on
program before or just as they arrive at
Garfield.
I do not recruit these students by
reviewing test scores or grades, nor are The Curriculum
they necessarily among the "gifted" or on
some kind of "high IQ track," because A student must have taken and passed
believe that tracking is unworkable and the following courses to arrive at exam
unproven as a guarantee that students will day and be able to take the AP exam
be channeled into the program of classes Algebra I, Geometry, Algebra H,
hest suited to them My sok criterion for Trigonometry/Math Analysis, Calculus
acceptance in this program is that the AB (first-year college), and/or Cakolus
student wants to be a part of it and BC (second-year college calculus) (Some
sincerely wants to learn math I tell my students also take Analytic Geometry or
students, 'The only thing you need to a Pre-Calculus class during the program )
have for my program and you must Typically, if the student has not previously
bring it every day is ganas "If motivated had any algebra, Algebra I is taken during
properly, any student can learn mathe- the first year of high school In the
matics Kids are not born as bad students, summer after the tenth grade, students
however, the school and the student's master geometry in an intensive eight-
home and community environment can week summer program at EIAC Algebra
combine to produce a bad student The II is mastered in the eleventh grade, then,
teacher is the crucial point in this equa- most often, Math Analysis/Trigonometry
tion It is up to the teacher to bring out is conquered during the summer between
the ganas in each student the eleventh and twelfth grades In their
Today, the junior high school teachers senior year, students take Advanced
in our locale have a much better idea of Placement Calculus AB if a student
what we need for our program I often tell er,tered high school Algebra I com-
the following story to show the difference pleted, then the above curriculum is
between the attitude of junior high school advanced one year, allowing the student
math teachers when I first started teaching to take Advanced Placement Calculus BC
at Garfield ten years ago and their attitude (the equivalent of second-year college
today In 1979, when junior high school calculus) during the twelfth grade
 then we're not going to qualify for Title
Scheduling I money I had to fight many protracted
battles to convince others that the more
In effect, as one can see from the list expensive books were not an extrava-
of required math courses in the program, gance, but a vital necessity Finally, one
these students are cramming six years of assistant principal, whom I will always
math into three calendar yean To ac- remember fondly, told me she would work
complish this 11113 their young lives with to get the books for my program
mathematics encourage them ,o spend I believe that math teaching should be
extra time studying. From the day they peppered with lively examples, ingenious
enter my program they are expected demonstrations of math at work, and
and provided the opportunity to linkages between math principles and
greatly accelerate their exposure to their real-world applications Texts which
mathematics amplify on these kinds of demonstrations
This intense scheduling enables stu- are the best for use, in my program In
dents to overcome their previous lack of sdecting texts, I also work hard to avoid
academic preparation and poor study those that might intimidate my students
habits The net result is that they spend with arcane descriptions In the minds ef
much more time being exposed to, and students who have had little succ?ss in
doing, math probkms than is customary academics, terms such as nalgebre or
fora high sch9ol student and not just "calculus" can present an image of diffi-
more than trIst other students in inner culty, complexity, and potential failure
city schools, my classes look more like Often, I must persuade or cajole non-
what one would expect to find at any of cooperative or frightened snadents into
the most highly ranked public or private believing that they can do well with these
schools in the country subjects A text that does not offer a
gradual approach, which enables the
Textbooks student to understand one concept fully
before going on to the next, makes my
The demand fr ir quality texts has been sob much more difficult
a cornerstone of the Iscalante Math I try to reduce the foreboding image of
Program In the seventies I realized that higher math by using texts which define
all the technical terms as they are first
my students would be held hack forever
unless they had superior textbooks, so presented The student's confidence is
searched for the best and tested many holstered as his or her knowledge of the
different texts When I found what I subject increases
needed, I demanded these texts for my Currently, my calculus students each
students Because the cost of such texts have four textbooks Caltulus by teithold
was often far greater than the school t which is an especially valuable text fo
allowance, I soon found myself in conflict its discussiim of limits;, Anal:yin Grointhy
with the administration I also received and Colculu> by Thomas (especially good
my first introduction to Title I When I for word problems, differential equations,
went to one administrator to ask for the and rate of change problems), Calculus with
textbooks I felt I needed to raise the Analybc (romory by Anton (especially for
students' Scott", to even the minimum vectors). and How to Prowl" for Allot:mt.,'
standard of competency in th: routine Platrinnft haft:motion Maihnnatics by
State and District mandatory testing, I was Barron The ideal textbook also has a
told, 'No, laime, those books do nut tremendous number of practice problems
qualify for Title I They are clearly not because practice, practice, and more
remedial This same individual also told practice is demanded from each student
me, in complete seriousness, "Iaime, if Finding enough practice pnthlems has
you get Netter test scores for these kids always Seen difficult, thus I am currently

4
developing my own texts and practice math is being used in such settings, As I
workbooks for class and homework use show off one of my proud graduates on
that are consistent with the lesson plans the job at IPL working on the Magellan
of the program space probe project, I tell my students,
"You can be a big shot, too "The graduate,
radiating confidence, is using an under-
Past Graduates as standing of math to make a good living
Models of Achievement and, at the same time, enjoying a challeng-
ing career
By exposing the students to the success
stories of Escalante Math Program Recruiting Community
graduates and showing that there is an
upward route to well-paid, fulfilling Resources
careers through higher education, I
immerse the students in the concept that Since 1983, there has been a significant
they, too, can succeed not only in high increase in the support that I receive from
school, but in college as well This other math teachers, the community
encouragement is extremely vital for some college, and philanthropic resources
who, before they came to my program, Initially, I had to recruit individuals who
may have never even considered the idea believed in my efforts In the beginning I
of higher education identified people who had the potential
I encourage former students to become to help the program For example, in the
involved with my current classes mid-1970s a young math teacher at
Graduates who have gone on to complete Garfield, Ben Jimenez, was about to leave
college and are now successfully employed the profession because his students were
are invited to come back and talk to the out of control I helped Ben learn to
students Before they do, I tell them, "Talk discipline and control his classes, and
to the kids for about ten minutes and cover from then on he was free to concentrate
the following four points. ( I) the Escalante on developing his skills as a teacher
Program was tough hut it helped make Today Ben jimenez is an award-winning
college easier, (2) the amount of money teacher He contributes many students to
you are earning today, (3) tell them to the total number of AP Calculus passes
listen to Escalante, their coach, and (4 each year and is a vital member of the
you were a top student when you were in team
class " After the graduate has been thanked When I was unable to teach summer
for the speech and has exited, I ask my school on the campus of the high school
students, What did she (or he) say," The in the early eighties I found a new home
students tell me, then I look at them with for my summer program at East Los
mock chagrin and say, "No way You are Angeles College, which is located within
better than she (or he) was You arc the walking distance of Garfield I first gained
best; you can do it You can go to any the support of the private sector in 1983,
college that you want when the ARCO Foundation became a
also arrange two or three field tops major partner in the summer program at
each year to get the students out to ELAC K-12 public school education for
high-tech labs or industrial sites, such as minorities is a top priority in the ARCO
the let Propulsion Laboratory OK) in Foundation's philanthropic program )
Pasadena, where math is employed daily Since that time, ARCO's support has been
in many different kinds of exciting iobs the financial bedrock of the summer
The fact that minorities can get these jobs, program Last year the National Science
and that higher education creates oppor- Foundation (NSF) joined with ARCO and
tunities for larger financial rewards, is as made a three-year, private-sector partner-
much the lesson as the demonstration that ship grant that will extend through 1992

5'-
Those funds have enabled me to greatly common sense workable methods. I
expand the number of students, grade believe we teachers should devote more
levels, and teachers in the summer pro- time identifying and implementing
gram at ELAC Through the NSF grant I techniques that have withstood the acid
have recruited four junior high school and test of classroom performance and less
four elementary school teachers for the time "experimenting" in our classes If we
summer program. These teachers joined were to study the methods of a hundred
me in small seminars last summ T to learn very effective teachers, my guess is that
how to motivate students in tl c K-9 grade we would find their approaches to be
levels to study math rather simple and direct, with many
I enlisted the support of EASE in 1984 common denominators As for myself, I
Their efforts have resulted in vital ele- only use those ideas which have proven
ments such as copiers, special supplies, worthwhile by demonstration and which
audiovisual aids, computers, tutor awards, I have tested I test everything that comes
transportation and lunches for students to mc before using it, no matter how
during extra study periods, tee-shirts, vaunted the authority who invented it,
caps, team jackets, and scholarships and I strongly suggest that other teachers
FASE's support has expanded into a series do the same I always have to laugh when
of motivational videotapes, called "FU- someone suggests that my program is
TURES," which feature real classroom dependent upon one teacher's personalie,
scenes of my teaching These tapes will (my own) and could never serve as a rnodd
be available to a'l schools in 1990 through for use in other schools It lust shows how
the Public Broadcasting System I know tar away we have drifted from the funda-
that I can call EASE at any time, day or mentals of teaching
night, and get whatever I need for my
program EASE raises funds for the pro- The Team Approach
gram each year from a wide range of
companies and foundations including I greatly admire the disdpline of
ARCO, Xerox, IBM, GTE, and the athletic teams and the devotion to practice
Carnegie Corporation of New York and drilling that sports, the drill team, and
Many other donors, both large and small, the school band are able to command from
also ensure that my program is empowered American high school students I often use
to serve the maximum number of minority professional sports superstars as examples
students of successful self-discipline, outstanding
performance, the will to win, persistence
TEACHING METHODS in the practice of their skills, and other
qualities The walls of my room are
Since my first year of student teaching covered with posters of sports figures in
in Bolivia I have klt an obligation to make action Jerry West, Wilt Chamberlain,
myself a better teacher and to profit from Magic Johnson, Kareem Abdulqabbar,
my mistakes As an undergracivate I was and Babe Ruth are but a few examples
closely watched, apprenticed, and lkfore class, my AP Team has "warm-ups"
critiqued by an experienced teacher thand clapping and foot stomping to the
Under his critical eye, I abandoned rock song "We Will Rock You," played
unworkable ideas and came to understand over my rose loudspeakers) They wear
the importance of becoming much more classy satin team jackets, caps, and tee-
communicative with the students and not shirts, and their "practice schedule' is as
simply working at the blackboard all day rigorous as that of any championship
This kind of practice teaching under a football team These are all part of my
proven teacher is vital effort to make math fun, a team activity
There are many traditional and practical I believe that if I do not make mathematics
teaching methuds which are based on a lively challenge to my students, then the
subject will continue to seem dry and stale uted to other team members are designated
as it has for so many decades, indelibly as 'Ms" (teaching assistants) They
linked to images of pocket slide rules and receive nominal pay for their efforts from
"brainy" kids funds that Jack Dirmann and I raised from
I often use language, including terms the private sector In this way, my students
from sports, to create a sense of action, can earn money tutoring math and forego
comradery, and competition among the minimum wage work in local restaurants,
students. For example, the AP Calculus dry cleaning establishments, or metal
plating shops This also ensures a ready
test is referred to as the "Olympics "When
a student fails test after test, he or she is pool of more experienced students who
sent to "ICU"the "intensive care unit" can "buddy up" with younger students and
which is a special, less desirable section help them through the difficult spots An
of the classroom Students in ICU must additional benefit to the older students is
attend special after-school study sessions the opportunity to Salle and to repay the
until their test scores improve Under. program for some of the help that they
standably, students are highly motivated themselves received, as well as gain
to perform their way out of ICU To exposure to the joys of teaching another
simplify and enliven the image of math and seeing the light of understanding turn
and to soften the initial impact of new on Much to my delight, several graduates
math concepts while making them easier of the Escalante Math Program have
to remember, I sometimes invent terms of pursued careers in education
my own I use fun or commonplace
substitutes for real math terms until the Humor
student's familiarity makes the actual term
less imposing The following are some learned early in my career that teach.
examples of "Escalantese" at least, it should be fun
ing is fun
"face mask" a mistake at the probkm's Students learn better when they are
beginning having a good time While I teach respect
"gravy" simple substitution and discipline and I demand a great deal
"marching band" look at the example in
of hard work from my students, I always
the book and follow it exactly try to do it in a way that is fun fuse toys,
'green light" easy factoring tell lots of jokes, and let the kids partici-
"red light" difficult factoring, stop and pate A teacher must enjoy his or her work
analyze and convey that joy to the students
"secret agent" the minus sign in front
I have found that humor carries ideas
of a parenthesis which has the power to
much better than a grave monotone
change the signs of the numbers inside because it makes its recipients far more
"rifle pass from Magic lohnson" straight willing to receive what the teacher has to
line
say In fact, I have heard that some
"three-point shot" parabola students enroll in my program just because
"skyhook from Kareem Abdul-labbar" they heard it was fun, despite having little
parabola with a different coefficient initial interest in mathematics That dims
"illegal defense" you cannot divide by usually, the
not bother me, however
zero interest will follow
The team concept goes beyond jackets.
warm-up routines, and preparing for the
"Olympics" I often break the students Classroom Organizing and
into groups to solve lecture problems by Planning
pushing their desks together in small
enclaves After school, the students
My preparation for my classes is intense
almost always work in teams
Experienced students who have contrib. and I must maintain a high level of

16
organization to back it up I have a row Hard Work
of file cabinets filled with color-coded
sections Every lesson plan for each day Students who enter the Escalante Math
of the year is filed in sequence; every Program must sign a contract which binds
subject is covered I prepare each quiz,
them to participation in the summer
homework assignment, and practice
programs held at ELAC, strict completion
session before the school year even of daily homework, and attendance at
begins, so I save a great deal of time during
Saturday morning and after-school study
the year This allows me to spend time
sessions The students' parents are also
and energy working out a more important
required to sign the contract I sign it as
problem exactly how to present a particu-
well, obligating myself to bring piaas
lar concept and spark interest, considering
every day and to do everything possible
the personalities and preparation of my to help the student succeed
students and the chemistry of a particular
The key to my success with minority
class
youngsters is a very simple time-honored
tradition hard work, and lots of it, for
teacher and student alike To avoid
merely stating a cliche and having its
II. FUNDAMENTAL relation to my success overlooked, I will
provide some examples
PRINCIPLES OF THE One can find many of my students still
ESCALANTE MATH working in my classroom (a converted
music hall) at 4 00, 5 00, or even 6 00
PROGRAM p m each weekday and as early as 7 00
a m in the morning No student with a
Accountability question or a confusion is allowed to go
home with it unresolved "Come after
school and see me at 3 00 p m ," is the
Teaching has its products, as does any answer for the student who is falling
human endeavor High on the list of behind, who did not do his or her home-
products of good teaching are graduates work, r who is having difficulty with that
who know their subjects and who are well day's assignment Because I am willing to
prepared for higher education, or who are put in the time, my students, -ne by one,
ready to contribute in the work force develop a similar willingness :to' on, they
Further, these graduates should have learn to rnjoy the subject of mathematics
sufficiently strong learning skills to be able and happily volunteer to devote their free
to educate themselves, and reeducaw time to more practice
themselves if need be, throughout their The movie Stand and Delierr brought
lifetimes in this technologically changing home several important points first, no
world If graduates of my program are not one expected severely disadvantaged
able to do this, then I am responsible I barrio students to achieve academic
may not be solely responsible for their excellence The movie also revealed that
success or failure, but that is the attitude some educators hold the false and racist
with which I anroach my work The idea that Hispanic students are not as
qudents and their parents arc also respon- sniart as some others, and that they shy
sible We must hold these parties the away from courses that require hard work
teachers, the parents, and also the school It also showed how an even more insidious
administration 100% accountable for prejudice leads to a prevailing opinion
the product, good or had, that comes out that requiring academic excellence from
of our schook We can do better than we poverty.,evel students presents a grave
are doing today risk to their "fragile" self-esteem Such a
demand, according to the nay.sayers, professional prospects. I might have to
would be one stresFor too many for young moderate my views, even though in such
lives already bowed under crushing schools the percentage of students who
poverty, inequities, and hopelessness go on to pros is still very small From
How could they be expected to cope, where I sit, however, I know that taking
I am happy to say that our program has AP Calculus has a lot more to do with my
proved that logic to be faults, When students' future success than any ball or
students of any race, ethnicity, or eco- baton a student will ever pick up
nomic status are expected to work hard,
they will usually rise the occasion,
devote themselves to the task, and do the
Demand
work If we expect kids to be losers they I do not give up on my students and I
will be losers, if we expect them to be expect them not to give up I do not allow
winners they will he winners They rise, them to be losers I demand that my
or fall, to the level of the expectations of students perform their assigned tasks and
those around them, especially their I accept no excuses why those tasks cannot
parents and their teachers be done If a student continuously fails to
I am adamant about the importance of perform, I roll up my sleeves and find out
math in the developing lives of these what is behind that failure At times the
young men and women ahe maiooty of cause lies outside of the classroom In such
my students are female) Not only do I cases when it is obvious that the child is
demonstrate a passion for the subiect, I really willing, and when there is no way
also preach its significance in their futures that he or she can overcome the obstacle
Where is the money'," I ask my students alone, help may involve working with the
it is in physics, computers, biology, family, the family's minister or priest, or
chemistry, and electronics What is the other assistance agencies
language for all of these subjects^ The
language is mathematics and if you
know the language you can do anything Love
I further tell them, "Ill make a deal with
you you sign the contract and I will teach I exhibit deep love and caring for my
you math You can go to college and sit students I have no exclusive claim to
in the first row, because you're going to these attnbutes, they are as natural as
know more than anybody breathing to most parents and teachers
I admit that 1 am iealous of my students' The power of love and concern in chang-
time and the distractions which compete ing young lives should not be overlooked
with my math program I discourag: them A few months ago I surveyed a large
from filling their schedules with TV, number of students in each of my six
sports, or other forms of "goofing off I classes I asked them, What do you want
chide them for the headsets which pipe from your parents" There was a variety
strains of "heavy metal" guitars into their of answers, but those that appeared most
ears when they should be working on often really surprised me and made me
math I play good "defense" for my think twice They were
program, too When I have to tackle II) unconditional love, that is, with no
aspiring athletes who want to drop cal- strings attached,
culus so that they can go to football or (2) peace at home,
marching band practice, my argument is 3) to be understood,
simple in the 16 years that I have been 14) trust, and the freedom of choice that
at Garfield, not o le graduate has gone on such trust implies
to make a living playing football, basket- I bdieve that unconditional love must
ball, or baseball Of course, if I were at a be extended to each student This happens
school renowned for turning out top when a teacher loves to motivate and

9 12
teach the difficult students as well as the tional Safety and Health inspectors and
good ones I make sure that my students the place was shut down However,
know that I believe in them I know that without his part-time job the kid was flat
the strong intention I communicate to broke so we made him a tutor and gave
them to succeed must he great enough to hirn a little stipend. He graduated from
overcome the combined negativity of high school and is going to college today
their previous failures, the prejudices of The communication of love to one's
others who predict their likely future students gots further than just caring and
failures, and the lack of preparation ir listening It also means that I must bc
mathematics with which they are bur- wlling to repeat ati idea, concept, or term
dened after nine years in our education as many times as needed for the student
system to understand it I have to make sure that
I am extremely critical of the teacher every kid is listening to me and watching
who lifelessly copies assignments taken me when I teach, so that they do not miss
perfunctorily from the teacher's edition of a thing There is no perfect approach that
the textbook onto the board each day works for every student, so I am continu-
Such a teacher is letting the students down ally developing new ways of conveying
by failing to bring life to the classroom ideas That is one reason why I spend so
Kids get so bored with this kind of teacher much time at the job to ensure that what
'hat they soon come to view school as I have said to the group is actually under-
merely a jail sentence with kctures stood by each individual, I fed obliged to
Similarly, a teacher must be a lively communic:te !,) each kid personally I am
listener and work to understand what the always looking for ways to make things
students are thinking and saying This easier for them to understand and looking
requires a genuine interest in the students for gimmicks or toys to motivate or to
and a willingness to listen As parents and demonstrate an idea I can't kst the kids
teachers, we must make the extra effort be bored with or disinterested in mathe-
to extend ourselves, teenagers can make matics too many other things in life
themselves very difficult to reach at times are dull I find out what bugs students and
You would be surprised how much one what switches on their learning light
learns in this way about their language, learn their dreams, and I believe that I am
music, problems, embarrassments, and here to assist each of them to realize these
aspirations dreams
I had a student last year who was doing
poorly and who was frequently nauseous, Parental involvement
exhausted, and apathetic in class I had
no idea what was wrong and, even worse, The school alone cannot he expected
he would not share with me what was to educate the children Parents must
bothering him I refused to simply shrug help This is more difficult now when
it off with "I don't have time" and give up both parents work to ;upport the family,
on him One day after school I decided one or more parents is missing from the
to follow him and see what was up I found home, or the parents do not have a
that the student had a secret part-time job personal belief in the value of education
working in a fur cleaning establishment for their children However. I have had
Every day, without knowing what he was great fortune in mobilizing the majority
doing, this 16-year-old boy was mbbing of parents in my community toward the
toxic solvents used in the cleaning process common purpose of helping their chil-
into his hands This was the source of his dren Parents must sign the same contract
malaise that their son or daughter signs, pledging
I threatened to report the owner of thc that they will uphold their part of the deal
cleaners to the authorities, yet nothing At the first sign of any trouble with a
changed Finally. 1 called the Occupa- student, I am on the phone ic die parents
.1sking for their help At night or on the time even gave the gang leaders keys to
weekends I often visit Parents to enlist his office! Later, a new, hard-nosed
their support for the unusual scheduling principal, Henry Gradillas, decided to
requirements of my program standup He drove off the gangs, and the
To succeed, a program as intense as dealers, and cleaned up the graffiti
mine must have MO% support from the I often have said that I am trying to give
parents While most parents are thrilled my students two things "mots and wings
to have a teacher show so much interest I feel a great responsibility to teach my
and welcome the opportunity to do students respect for values that will sus;ain
anything for their children, sometimes my their family: their school, their communi
efforts to help the student succeed take ty, their race, their culture and their
me beyond the usual parent-teacher country, to a large extent, students
relationship One time I even scolded a discover their cultural heritage in the
parent who was drinking too much and classroom !often have the class salute the
harassing his child "You cannot do that," American flag I teach the kids manners
I told him "It is interfering with your if they lack them As teachers, I believe
daughter's math class She is unprepared that we must ask ourselves who is going
and does not do her homework Math to show these children right from wrong
comes first as long as she studies with me, it we do nor I don't merely teach math,
so you will have to stop drinking " More / teach respect for American democratic
than once, this startling communication values and instituuons such as the right
of priorities has had a salutary effect on a and duty to vote
domestic problem that, left unhandkd, We owe it to our succeeding genera-
would have threatened the student's tions to ensure that the students learn
ability to concentrate and learn When these things and become full participatory
the local press reported recently that I citizens of our country With these "roots"
might be lezving Garfield, partly due to firmly in place, they are more likely to
what I felt was a disappointing lack of devPlop "wings" to success, even great-
support for academics on the part of some ness
parents, I was surprised but gratified to
see scores of parents, along with former Nuo-ition
and current students and other members Proper nutriti,An is very important
of the community, come to the school to Proper daily nutrition is a proven, com-
demonstrate their support for me to mon-sense practice which must be culti-
continue vated as part of any successful educational
program I believe that if more attention
Respect and Values: was paid to what kids eat and to ensuring
that they were properly nourished before
and during class each day, we wo'ild see
In the inner city, the decision to make real dividends in student performance
the school a safe haven of learning must everywhere If I find that my students are
be renewed each year by teachers, not eating well due to poverty at home,
parents, and administrators alike Only bad dietary habits, ignorance, or laziness,
thus can we achieve drug-free schools I try to remedy the situation I have raised
whose mission is solely to teach the money from private, corporate, and
students The failure to do this was federal sources to ensure that my students
epitomized by the situation at Garfield eat properly I give students lunch coupons
when I first arrived Graffiti, crime, teen or money for food; if necessary, I call their
pregnancy, and drugs were prevalent parents During the summer I spot-check
Drug dealers and gangs haunted the halls lunch trays to ensure my students are
In an effort to promote understanding, eating wholeseome foods and not just
and as a sign of trust, the principal at the junk

14
 man or woman, that students will hit an
Preventing Drug Use insurmountable barrier, that the road to
success is engineered by fate and paved
Drug use is a barrier to classroom with lucky charms.
performance which deserves the attentior
Students, by definition, can learn to
of administrators, parents, anti teachers
overcome any barrier they will ever face
I do not condone the use of dtugs of any
By definition "Ganas is all I need" is the
kind by my or other students including
motto I give my students I tell them that
cigarettes, alcohol, or school-Amink- once they itave ganas, learning is easy
tered Ritahn, as well as marijuana. IS!),
"Calculus need not be made easy," says
and cocaine Our schools need to work
the sign in my classroom "It is easy "
harder to educate our children on the
also have a sign Inderneath the classroom
dangers of abusing themselves with these
clock (because my students have a ten-
substances Education on the harmful
dency to look at the clock) That sign
physical, mental, and spiritual effects of
reads: "DETERMINATION + HARD
dnigs will go a long way to bolster stu-
WORK + DISCIPLINE = THE WAY
dents' determination to stay away from
TO SUCCESS Whenever I catch a
them student gazing at the clock. I ask gently,
"What does it say" Invariably the student
PSYCHOLOGY AND will insist, "I was reading the sign, sir, not
THE SCHOOLS kioking at the clock" at which point
respond with, "Oh, isee " Then I will ask
"Adjusting" to Failure them again, indulgently, "What does it
The children of the barrio have enor- say'"
mous obstacles to overcome in order to So what does all this have to do with
get an education Most of the families of psychology' Although I have never
the children I teach at Garfield have studied the subject of psychology inten-
incomes below the poverty line The sively, in my experience, two major
majority of the parents have not been to effects of the influenc: of psychology in
college frequently, Mom and Dad have education have beer., (1) to weaken the
never even been to high school and certainty of students that they can over-
they may or may not fully appreciate the come the barriers they face and (21 to
long-term value of education Many do obscure and skew, by the introduction of
not know how to provide a supportive uncertain data and purposes, the subject
atmosphere for serious study, and often of education itself In Bolivia, teachers
they may require the child to get a job to were not trained in this subject In
help support the family Teen pregnancy, America, where I was required to take
drugs, and the stresses upon single-parent some psychology courses in order to gain
homes are all terribly real problems for a teaching credential, I could never see
these students Gangs operate openly in the relationship between what was taught
their neighborhoods in these classes and the purpose or activity
Are my students affected by these of teaehing, tTly.:re was and still is a class
barriers' Of course Are my students the called "Magic Circle" based on a
vicums of these barriers' No None ot psychological approach to communica-
them The educational process begins at tion which I never understood, and to this
this point A woulu-be teacher who day do not ) Due to my unfamiliarity, I
cannot get to this starting point in the may speak imprecisely about this subject,
field of education should perhaps enter however, having had some success nurtur-
some other field The future of our ing more than one problem child, I can
children is too important to he entrusted say with equal parts humility and resolve
to someone who already agrees with the that I am disturbed by what I see as a
notion that the world is bigger than the tendency to view schools as "clinics "The

1 512
1 -
children are in school to learn, and they dren lectured on "post-traumatic stress"
can learn quite well if teachers and coun- would take away from such incidents
selors attend solely to that purpose What a hopeless state of mind it must
Too often, however, I find that our engender in a child; if memories of
school counselors and psychologists, in a earthquakes and bad dreams are such
misguided attempt to help, accept the formidable opponents, what depths of
very real disadvantages faced by poor apathy must engulf a child confronted by
minority students as excuses for their the constant specter of drug abuse, gangs,
failures They rush to help them "adjust" crime, poverty, illiteracy, broken homes,
(that is, accept their limitations"), or they and racial prejudice?
get them so preoccupied with personal Children dealt with in such an indulgent
probkms that the learning objectives fashion soon learn that it is impossible to
become even more inaccessible The change or improve in the face of so many
"psychological" approach has been to enormous obstacles that are out of their
make fewer demands on disadvantaged or control I believe that the recuperative
minority students This practice is actually power of young people is great if they are
quite cynical, and can be a death blow to given a little boost in the right direction
their dignity and chinas So I devised a more workable (and less
For example, I once asked a student, expensive) remedy an educational
"Where's your homework?" He said, "I remedy After the quake I gave my stu-
didn't do it I had a bad dream I replied, dents extra homework and doubled their
in Escalantese, "I don't care You have got quiz load Soon "earthquake stress" was
to do your homework or else you don't no more than a faint remembrance and
have a ticket to see the show" (which my students were moving toward their
meant that because he did not have his goal, far too preoccupied with the chal-
daily homework assignment to deposit in lenge of math to find time to dive into
the homework basket, he could not even complexes OT other exalseS
gain admittance to my classroom) The Yes, the baffiers disadvantaged or
student came back later with a note from minority students face are substantial, but
it is the very possibility of their remaining
a school counselor, who I am sure thought
he was acting humanely and in the stu- trapped by them for an entire lifetime
which requires that such students be urged
dent's best interests The note said
"lohnny did not do his homework because to succeed in their academic studies It
he had a bad dream I told the kid in no
may be their only way out If students
uncertain terms, "You do the homework have not been taught that they are the
"victims" of their environment and that
or else you get an F Period. Miraculously,
the kid and :he homework appeared the
they must, therefore, adjust to it, then
teachers can gain their full willingness
next day and he went through the program
and strength to overcome whatever
not with a residue of resentment, but with
obstacles they face Admittedly, there are
a sense of accomplishment
Two years ago our class was surprised those extremely rare children with such
fora few minutes by an earthquake While severe problems that they are unable to
I am as afraid of earthquakes as the next become successful students, hut given
admiration, discipline, and encourage-
person, common sense tells me that it is
unwise to scurry around in their aftermath ment, even "impossible" children will
frightening impressionable young people sometimes surprise everyone and 'miracu-
by asking if they are still worried about lously" begin to perform at higher levels
them Thus, I refused to allow a solicitous
psychologist, who was part of a team sent A Questionable Mix?
in to lecture our students on "post-trau-
matic stress syndrome," to speak to my It is not at all clear to me that the fields
kids I imagined the lesson" which chit-
of psychology and education mix well

13-
Teachers teach They provide students they would be hurting these students if
with the understanding and the ability to they demanded more of them at an early
do something, to achieve a goal And this age Also, the idea that higher math is
teaching --- is something most people just too tough is one that is widely shared
can learn to do well In my opin.on, by adults as well as children However,
psychology as applied in education is still even in the first grade, students could be
in the experimental stage We have learning much more math, and they would
mystified the !earning process (for enjoy it if someone really wanted to teach
teachers as well as students) by accepting them and took the time to do it
psychological theories into the field of For years I have envisioned an educa-
education While we know more today, tional "pipeline" for children in East L A ,
are we teaching better in the last 100 years, a program of mathematics training running
sMce psychology undertook to clarify the from kindergarten right through to the
subject of learning? I think not Teaching completion of college Last summer we
is a noble profession and it has been for witnessed that dream taking shape
centuries It can be improved, it should Today, kindergarten children in this
not be alloyed community can become part of a high-
In mathematics we study the fantastic ach ievement math program that graduates
accomplishments of ancient cultures and up through the school levels, with support
classic applications of mathematics and linkage at each successive school transi-
physics The incredible achievements of tion
the ancients suggest that their teachers The Escalante Math Program has had
understood teaching well Perhaps we an impact on the entire student body at
should devote more time to identifying Garfield There were no more than six
and implementing teaching methods Algebra I classes when I arrived at the
which get results We should teach school in 1974; today there are more than
teachers workable methods of teaching 25 There were then 10 Geometry and
and allow them to use any methods which Algebra II classes and now there arc nearly
result in competent, happy students who 30 Certainly, the pipeline at Garfield
are rapidly acquiring the knowledge and today is much wider, its students are
skills they need to succeed uniformly studying more math, regardless
A teacher is a teacher when he or she of whether they happen to participate in
identifies a student's strengths and acti- my program or not As my program has
vates the student's potential to learn expanded and become well known
Later, if teachers want to study various throughout the educational community,
psychological theories regarding learning its success has filtered down to the three
and behavior, then that is their preroga- iunior high schools that feed new tenth
tive, hut first we should prepare teachers graders to Garfield Increasingly, enrol-
who can teach ling students have had some exposure to
algebra before the tenth grade This is a
sign of academic improvement in our local
CONCLUSION junior high school%
I have described the elements of my
Even though I believe that it is really program I believe that they can be
very easy to teach math to young children, duplicated elsewhere with ease The key,
many of my students have a great deal of for the teacher as well as for the student,
distance to make up because their first is hard work Hard work makes the future
years of training in mathematics are very Wher; hard work is combined with hwe,
weak Many are well below grade level in humor, and a recognition of the ganas
math when they first enter high school I the desire to learn, the ability to sacrifice,
do not know why this is so, sometimes the wish to get ahead that bums in our
feel that educator% and parents think that young people, the stereotypes and the

ir
bathers begin to crumble. hnally, my thanks go to my present
While I have been blessed with hard- and former students, their parents, ARCO
working students, there are many teachers and its ARCO Foundation, East Los
with abilities far greater than mine, who Angeles College, my fellow math
work as hard as I do but have not yet been teachers, and the administrators at Gar-
granted th recognition they deserve. It field High School who have supported my
is time they received the full support of efforts Each of the above has contributed
their schools and their communities. Our to my success I would not have been able
society depends on these peopk to to manage 500 inner-city students success-
cuhivlte the young men and women who fully through the Advanced Placement
will shatv: our future, and they deserve (AP) Calculus test in the last 10 years
every possible assistance without the help of this team

S
15
July 1990

FUTURES is available for Instructional broadcast lease from the PBS Ehinentary/Secondary Service, i 2ti Brade lock
Platt Alexandria, VA 22314, (703) 73Q-5402 (Educators should contact thr Learning Senikes I)irtctor at their
local PBS station to determine if they arc airing the series If not, schools, school districts, and education aaencitS
with satellite dishes may lease the series from PBSIESS for instructwnal broadcast use
Audievisuallnembroadcast videotapes of FUTLIRES may he purchased from l'fiS Video, i i2o Braddock Place,
Alexandria, VA 22314, (MI) 424-7961
FUTURES is accompanied by an extensive teacher's awde for classroom use

'This reprint was made possible, in part, by a generous grant from the Mt Kesson Foundation, Inc

19
 This article first appeared in the Journal of Negro Education, Volume 59, Number
Research, Howard
3 (Summer 1990), published by the Bureau of Educational
University
 nea
National Education Association
1201 Sixteenth Street, NW
Washington, DC 20036

4"404" 14
21