Laurie Rogers:

Written by an experienced elementary school teacher, Seattle
Dear Laurie Rogers:
Thanks for writing your book. One of the things that you discuss in your compelling discourse is the low standards that our colleges have had in the subject matter (as opposed to teaching theory, sociology, and psychology) for those who have a desire to become teachers in our public schools.
For the past twenty-two years, I have diligently taught 4th and 5th grade students. For the first eighteen years, I taught math according to the classical mode that you describe in your book. As the reforms took hold, and we were monitored ever more closely, I was forced into using Everyday Math according to a pacing guide set by the district. As you have rightly observed, it is a program that emphasizes coverage and not mastery.
For much of the year, I had 34 students. Of these 34 students, seven had Special Education IEPs and were to be served according to a pull-in model which never quite materialized. I did have a special ed. instructional assistant for 50 minutes a day until she was pulled to serve in a more “needy” classroom. One of my students was mentally retarded and never once scored about the first percentile on the MAP test. Another student started the year almost totally blind and had a personal assistant for two hours out of the day to teach her Braille. Two were removed from their homes by CPS and placed under foster care: one for neglect and the other for domestic violence. Three students were absent for more than 30 days each. I could go on, but I think that you get the picture.