Date: Fri 03-Jul-1998

Publication: Bee

Author: MICHEL

Quick Words:

schools-gender-bias-Title-IX

Full Text:

Gender Bias Study Yields "Extremely Troubling" Data, Panel Reports

BY MICHELE HOGAN

A committee charged with reviewing gender equity in Newtown schools found what

they described as "extremely troubling" data with math placements for girls

entering the high school this year.

The committee also stated that more money was spent on boys' education than

girls' education in Newtown. Sports opportunities, on the other hand, were

found to be equitable for boys and girls.

The committee reported that this year boys are being placed in higher math

classes in ninth grade, even though the boys' Connecticut Mastery Test (CMT)

scores in math are no higher than those of the girls. According to the data

presented in their report, almost 38 percent of the boys and only 26 percent

of the girls were assigned to the top three math courses in high school

(Integrated 3, Honors 2 or Integrated 2).

Committee members acknowledged that they had data for only one year, and that

several years' data would be needed to determine if this year's placements

were typical. The lack of relevant data was a concern of the committee.

The committee also reported that Newtown spends more money educating boys than

girls and members questioned if gender bias was the cause. Mary Burnham,

committee member, declined to give an estimated dollar figure for the

difference in spending.

These are among the nine far-reaching findings of the Title IX Gender Equity

Committee, which has spent that last eight months studying equity issues in

Newtown schools.

Title IX is a federal law which prohibits sex discrimination in American

schools. In many school districts, Newtown included, sports issues were

addressed first. On the 25th anniversary of the law, Newtown District formed a

committee to assess local gender equity in the public schools and make

recommendations.

Regarding ninth grade math placements, the report states, "While the Committee

had only one year of data, the Middle School recommendations for ninth grade

placement in 1998-99 is extremely troubling. When this class enters ninth

grade, many apparently capable girls have already been placed in a math track

a year behind their male peers. By 12th grade, they may be unable to qualify

for the high-end math classes."

The committee reported that the eighth grade girls scored just as well as the

boys in the standardized math test of the Connecticut Mastery Tests. "From the

results of the CMT, if used as a measure of achievement and ability, no

explanation can be found for the Middle School eighth grade recommended

placement in math for ninth grade. Boys are placed in the higher level classes

and most girls are put into the average class for Newtown. Clearly, something

is happening to girls in math in the Middle School."

As a result of this finding the committee has recommended the following:

"Direct the middle school administration and staff to establish a committee to

review the middle school procedures for recommendations for integrated math

and high school placements." Following this are five specific recommendations

including reviewing teaching methods to make sure "engineering skills" are

being developed in girls.

Les Weintraub, Newtown Middle School principal, was surprised by this

recommendation. He said, "We don't create the criteria [for ninth grade math

placements]. It is given us by the high school. If you have 90 percent, you go

here, if you have 89.9 percent, you go there."

Regarding integrated math, Mr Weintraub said the program was developed for

ninth graders. He said "It is normal to take the course in ninth grade,

although some `high flying' math students, usually about 25 percent, are ready

for it a year early while still at the middle school."

Mr Weintraub said that if there is any gender bias in the testing procedures

for integrated math, he would be anxious to identify it and root it out.

He checked this year's recommendations which he said were finalized before he

received the gender equity report on Monday and said that it was equitable.

This year, only 21 percent of the incoming eighth graders met the criteria, 35

males and 32 females. Mr Weintraub explained that there happen to be more boys

than girls going into eighth grade this year.

Math & Science

Ruby Johnson, co-chairman of the Committee, wrote that, "Interesting and

encouraging girls to study physics and computer technology remains a

challenge."

Overall, girls have been well-represented in both AP (advanced placement for

college) classes and honors classes at the high school in 1997-98, including

most math and science courses, but not at the highest level in some of these

disciplines.

The study points out that 14 boys and no girls took AP physics this year. It

should be noted however, that another physics course at the honors level had

ten more girls than boys (63 girls to 53 boys).

With the exception of AP physics, girls were well-represented in sciences.

Girls took more chemistry and biology courses than their male peers. Overall

girls took slightly more AP or honors science and math courses (375) than

their male peers (364).

In math, honor and AP, girls and boys took a nearly equal number of courses,

141 and 140 respectively. However, girls took fewer AP math courses than boys.

Seventeen boys and only five girls took calculus at the AP level.

A question could be raised about why there are fewer boys than girls taking AP

and honors courses overall. Girls took 1,345 honors or AP courses last year

while boys took only 1,026.

Mrs Gellert conceded that one year's data is only a snapshot, enough to raise

questions to be considered. Mrs Gellert said, "If nothing else, they'll look

at it. It will make some people think."

The committee pointed out that the tech club at the high school is almost all

male. Unlike most clubs and activities at the high school level which attract

mostly girls, the tech club had 40 boys and only 2 girls.

Mrs Gellert expressed concern with indicators that girls are not pursuing

math, physics and technology at the same level as boys and asked, "Where are

we losing them?"

How do you encourage girls to choose careers in the hard sciences and

technology? The committee has suggested boosting career counseling in the

middle grades, such as "advanced counseling concerning the necessary sequence

of courses at high school."

Committee member, Virginia Zimmerman Gutbrod, looked at elementary

math/science specialists and concluded that they are "trying extremely hard to

dispel the old myths of math and science."

Addressing how easy it is to let gender bias go unnoticed, Ms Burnham related

a personal story. She recalled how back in the 1970s she was filmed teaching a

lesson. While teaching, she had thought she had been fair in allocating

instructional time to boys and girls in the class. She said that it wasn't

until she saw the film that she realized she had unconsciously favored the

boys. She said, "You could have knocked me over with a feather!"

Mrs Gellert agreed that gender sensitivity training is key. She said, "Our

most important recommendation is sensitivity training. People don't even

realize things they do that are gender-unequal. You've grown up this way all

your life."

To this end, the committee "strongly urges the Board of Education to sponsor

an extensive gender equity sensitivity training program for all

administrators, teachers and staff."

Boys Get More

The report found that boys consistently received more support services such as

reading recovery and gifted education programs. Understanding how pervasive

gender bias can be, the committee questioned whether unconscious bias could

account for more money being spent on boys' education than girls'.

One of the findings of the report is that "absolute equity in the allocation

of resources is not required by law, but the disparity [in Newtown] is

significant. More school resources (financial support for teachers' salaries)

are being allocated to serve the needs of boys in the areas of reading

recovery, gifted, and math recovery for the elementary and middle school

level."

The committee did not study the allocation of resources at the high school

level.

Mrs Gellert explained that each school kept records a little differently, and

the committee had not worked out a monetary value for resources used by boys

over-and-above that used by girls. The report did not provide any estimate on

how much more money is being spent on boys than girls.

Although gender bias should be considered as a possible cause, Ms Burnham

noted that the developmental difference between boys and girls could also

account for higher referral rates for boys for remedial programs.

She said "girls mature faster in language development. Boys deal more with the

mathematical side of their brain." Since elementary education has a strong

emphasis on language development, more boys than girls would be expected to

need extra help.

Further research and evidence accumulated over a number of years would provide

some insight into these questions, but the committee found a lack of relevant

and easy-to-compile data available in the school district. With the exception

of CMT scores, the report on academics relies on 1997-98 enrollment figures

and test scores. Committee co-chair Ruby Johnson said, "They need more data.

We are saying `be alert.'"

The committee wrote that "the lack of yearly accumulated data prevents staff

from considering gender bias and prevents new programs and all types of

decisions from being reviewed for gender equity before being put in place."

The committee also found that the "Title IX Compliance Officer appointed by

the Board of Education has viewed the duties of the position as limited to

taking action only if a complaint is received. As a result of this

understanding, he has not actively participated as a reviewing officer to

oversee compliance."

To promote gender equity, the committee recommended that all departments and

schools report annually to Bob Kuklis, assistant superintendent of schools and

the Title IX compliance officer, in gender sensitive areas.

They also recommended the establishment of a standing gender equity committee

which would "complete each year one or two parts of the state of Connecticut's

`Self-Evaluation of Title IX Compliance' issued in 1972 but never used by

Newtown."

Ms Burnham said that "Newtown is a microcosm of a national problem."

Since the Newtown problems are not isolated within the schools, but are

embedded in our society, the committee found that "the Board of Education has

an obligation through the media of print and television to educate the public

about the sensitivity of gender equity and board policy on this issue."

Although Title IX and the charge of the committee are limited to schools, Ms

Burnham noted that parental input and the media also have a strong input in

child development. She argued that girls have not had equal exposure to boys

in coverage of local math and science events.

Virginia Zimmerman Gutbrod, committee member, took this idea further and wrote

in the report that "it is disappointing to see time and again our local

newspaper report on science and math events as if only male students are

involved."

During the last academic year, however, 131 children involved with science

were photographed by the Newtown Bee , singly or in small groups. Slightly

over half -- 71 -- were female. Female students were also well-represented in

accompanying write-ups.

Girls in Sports

The committee found that Newtown has made great strides in female

participation in sports with near equity in most areas.

Mrs Gellert, whose main area of concentration with the committee was equity in

sports, cautioned that sometimes something appears to be a gender issue, but

on closer inspection, turns out to be something quite different.

Mrs Gellert heard complaints that girls' teams were on two separate occasions

late getting to swim meets "because the bus drove the boys to their soccer

game first." When she researched the problem, it turned out that an equitable

rule was in effect: "First team to play gets bused first." The girls' late

arrival was due to a shortage of buses and the poor timing of the events.

Mrs Gellert said "we do a really good job in sports. We've come a long way in

many areas. I have girls and a boy, and I don't want to see anyone miss out on

anything. Nowhere in any of this are we saying that boys would have less."

In the 25 years that have passed since the Title IX regulations were put into

effect by the federal government, Newtown has funded many new teams for girls,

equalized coaching salaries for girls and boys sports, provide playing fields

and achieved near equity with boys in sports. Boys sports are also thriving.

Co-chair Ruby Johnson wrote "the report may appear negative, but from a

20-year perspective, the picture is beautiful."

Ms Burnham complimented the Board of Education and school's superintendent,

John Reed, for looking into this issue. She said, "It takes courage."