Roll Call: 2012

By Clarence Johnson

After teaching junior high school mathematics for 10 years and serving as a high school principal for 14 years, Dr. Clarence Johnson conducted research as a doctoral student on improving the mathematics failure rates of African American students. You can read about his findings in Roll Call: 2012.

• Language: English
• Publisher: AuthorHouse
• Release date: Oct 8, 2012
• ISBN: 9781477275740

Clarence Johnson

I was born in Atlanta, Georgia and I now reside in Riverdale, Georgia. I’ve been writing for quite some time and I’m thankful that God led me to my talent and showed me the way. I’ve been happy every since. In life; it’s not always about making money all the time, even though we do need money to live. One of the most important things in the world is finding out who you are. God gives all of us a talent and it’s up to us to find it and use it. Don’t be discouraged by thinking you’re too old or to young to find your talent; your talent can be found at any age. Finding your talent can be one of the most fulfilling things in life for anyone. Never let people tell you what you can and can’t do in life. It’s up to you to find out for yourself, and you’ll never know if you don’t try. I hope that you all will purchase my book, and I’m sure whether you like all of my poems, it’s a poem in my book for you, or maybe a friend or a love one.

Book preview

Contents

Chapter 1  Formulate An Action Plan

Chapter 2  The 7 R’s Approach To Organizing The Learning Community

Chapter 3  Organize The Learning Community

Chapter 4  Remediate All Track 1 Students

Chapter 5  Communicate Success To The Learning Community

Chapter 6  Assess Remediation And Make Adjustments

Chapter 7  Target All Students With Prediction Averages Below The 2199 Base Line

Chapter 8  Prepare All Students For The Next State Of Texas Testing Mandate And National Mathematics Initiative

Chapter 9  Graduation 2001: My Last Senior Class Roll Call

Chapter 10  A Proposal: School Policy 231 And Home Policy 222

Chapter 11  Summary Of Research Findings

Preface

This book is intended to serve the needs of African American students in public schools in America. It is organized for parents and community supporters to use as an outline to improve the learning of mathematics by African American students in public schools and the community. The fundamental concepts and theory concerning the writing of this book are significant to education of all students with the main focus on the African American students during the initial stages.

The organization plan and framework of this book is intended to share my teaching of basic mathematics to African American students, successfully. The first several chapters will give the framework of the basic organization of the learning community and ways to organize the learning environment. My suggestions are introduced only to motivate the supporters of learning improvement for African American students in mathematics. The practices suggested reflect 47 years of my career in education beginning as a 4-year college student focused on learning to teach mathematics; a mathematics middle school classroom teacher for ten years; a high school counselor for two years; a middle school assistant principal for one year; a high school assistant principal for nine years; a high school principal for 14 years; a director of safe and secure schools for 11 years; a researcher in mathematics achievement of African American students for four years; and concluding with a dissertation on success of African American students on high-stakes tests in mathematics, leading to a PhD in educational leadership.

The book is designed to awake the conscious of the African American parents; private and public school teachers, college instructors, and the workforce of our great nation. This book will recommend that we change the way we teach and respect African American students and all ethnic groups. The average reader and community person will have the opportunity to read this book and participate in making the necessary changes to improve the teaching and learning of mathematics by all students especially, African Americans.

Acknowledgments

I acknowledge and thank my doctoral teacher and dissertation chair, Dr. William Allan Kritsonis for his total support. Dr. William Allan Kritsonis gave me hope that I could publish as a student and after I earned my degree. He made all doctoral assignments meaningful and allowed me to extend my research. I truly respect the unconditional love that he has for me and the success of my career. Dr. Kritsonis has kept in contact with me after my graduation from the doctoral program. He has continued to seek ways that would expand my writings and desire to publish my ideas about improving education of America’s students. I am truly grateful that he is my mentor.

Rhonda Johnson, my wife has supported me every day since we formed this wonderful relationship. She encourages me to write and publish. Her total commitment to education and being an advocate for the unlearned gives me total focus on continuing my career. My wife is my best friend!

I acknowledge my brother Lewis Johnson and his wife Jean Johnson; my sister, Cherrie Johnson and her husband Lawrence Johnson. I acknowledge all relatives of the Johnson’s family.

I am committed to making a difference in African American students’ learning of mathematics. Roll Call: 2012 paints a picture of the obstacles necessary to overcome and create a wholesome learning environment for students in our complex technological society. I believe it is necessary to tackle the basic fundamentals of acquiring mathematics skills before entering into the complexities of attaining a decent education. The foundation is the key. I have observed the practices of educating public school students for over four decades. I am ready to share my secrets of success.

In Chapter 1, I formulate a plan as the basis for achieving the goal in attaining any goal or learning any skill.

CHAPTER 1

Formulate an Action Plan

DEFINITION OF TERMS

In Roll Call: 2012, four keys terms are used and defined as:

Track 1 was the designated group of eight grade students enrolled in eight grade mathematics and ninth grade students in algebra during my doctoral studies in 2005 -2008.

Track 2 was the designated group of eight grade students enrolled in eighth grade algebra and ninth grade geometry during my doctoral studies in 2005-2008.

TAKS Exit-Level Tests are high-stakes tests mandated by the 76th Texas Legislature in 1999; administered beginning in the 2002-2003 school year; measures the statewide curriculum in reading at Grades 3-9; in writing at Grades 4 and 7; in English Language Arts at Grade 10 and 11; in mathematics at Grades 3-11; in science aat Grades 5, 10, and 11; and social studies at Grades 8, 10, and 11. The Spanish TAKS is administered at Grades 3 through 6. Satisfactory performance on the TAKS at Grade 11 is prerequisite to a high school diploma in Texas.

Community Mathematics Explainer (CME) is a professional mathematics teacher, professor, engineer, or college student. The Community Mathematics Explainer (CME) must be certified by Texas Education Agency or state education agency, local high school, or local university. I advocate that the CME is a volunteer who has time to meet at a supervised location, identified by the learning community, and teach mathematics. The CME can teach in eighty minutes time slots for a minimum three days weekly. The CME must focus on the goals and needs of the learning community.

CURRENT STATUS OF AFRICAN AMERICAN STUDENTS

IN ADVANCED MATHEMATICS CLASSROOMS

For decades, there has been discussion in America about the achievement gap that exists between minority students and White students in public schools. As a response to this concern, the federal No Child Left Behind Act (NCLB) was passed in 2002. During my research as a doctoral student, I found, that in the United States, remedial mathematics classrooms are bulging with large numbers of African American students; however, advanced mathematics classes mainly serve White and Asian students. Students in low-level mathematics courses are mainly African Americans and other non-Asian minority students. One of the most segregated places in American society is the mathematics classroom. Remedial mathematics classrooms contain disproportionate numbers of African American students, while algebra, geometry, and advanced mathematics classes mainly serve White students. African Americans have less access to advanced study in mathematics than before the mid-1960’s. Most African American students cannot take advantage of career opportunities in science and the technologies because they lack knowledge and skills in higher mathematics. When Vice President Biden addressed the members of NAACP in Houston, Texas in July, 2012, the unemployment rate among African Americans was as high as 14%. This represented the highest among the ethnic groups. I will give a solution to the problem in Roll Call: 2012.

I addressed three different audiences beginning in 2008 concerning solving the problem of educating African American students. What follows are three speeches I made. My first opportunity occurred at Rising Star Baptist Church in Conroe, Texas. The entire speech is listed below.

SPEECH ONE

Good morning. It is a good day. I thank Mrs. Mathis for inviting me to speak today. Also, thanks to Pastor Dexter Upshaw, Sr. for giving me this opportunity. It is always an honor and a blessing to speak in God’s house and be on God’s program. This is the greatest opportunity and achievement in my career. Mrs. Mathis informed me that the theme for today’s occasion is Finish the Course. Before we start out on this journey, I will share with you how I start my daily activities at my job site. When I arrive at work every day, I sign in, go to my office, close my door, and kneel and pray. On some occasions, I pray as I drive on my way to work. I am usually listening to the Soul Stirrers or Jeff Majors or the Williams Brothers. In order to Finish the Course I must put God first. During my daily job assignments, God is always first.

Boys and girls; young ladies and young men; I have a few words of caring, commitment, and communication to share with you this morning. To the college bound students, your top priority is to develop a written strategy and