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Speaker 1: Global business news twenty four hours a day at Bloomberg

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Speaker 1: This is a Bloomberg Business Flash and I'm Karen Moscow.

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Speaker 1: This update is brought to you by National Realty Returns

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Speaker 1: minutes throughout the trading day. On Bloomberg, the S and

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Speaker 1: P five is up three tenths per cent or five points.

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Speaker 1: It's at forty six and it's a race. It's declined

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Speaker 1: for the year. It's now up to tenths percent year

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Speaker 1: to date. Dow Jones Industrial average it's up four tenths percent,

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Speaker 1: where sixty nine points at seventeen thousand, five hundred forty nine.

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Speaker 1: The Nasdacs up a tenth of uppercent or five points,

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Speaker 1: to forty seven eighty tenure treasury of five thirty seconds.

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Speaker 1: The yeld one point eight seven percent yield on the

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Speaker 1: two year point eight three p set Nimex screw Oil

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Speaker 1: at one point nine percent or seventy eight cents to

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Speaker 1: forty one dollars of arrow Comex Goal down nine ten

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Speaker 1: percent or eleven dollars sixty cents to twelve fifty three

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Speaker 1: forty announced the Euro and dollar twelve ninety five. The

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Speaker 1: n one eleven point four five star Wars Hotels and

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Speaker 1: Resorts worldwide, owners of brands such as Weston, Sheritan and

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Speaker 1: w said it received a binding thirteen point two billion

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Speaker 1: dollar takeover bid from a group led by China's end

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Speaker 1: Bang Insurance Group, a superior offer to one by Marriott

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Speaker 1: International and Ford Motor, increasing Chief executive Mark Fields twenty

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Speaker 1: fifteen conversation seventeen percent to seventeen point three million dollars

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Speaker 1: excluding changes in pension value, as the automaker posted record

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Speaker 1: profit on searching sales of sport utility vehicles forward up

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Speaker 1: one and a half percent this morning. That's a Bloomberg

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Speaker 1: business flash, Tom and Mike, it's Bloomberg surveillance. This morning,

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Speaker 1: we say good morning to all of you. And now

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Speaker 1: we wanted to go out and end Friday with a

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Speaker 1: woman that gets the most hate man all in America.

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Speaker 1: Her name is Dana Goldstein. She lives in Brooklyn, and

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Speaker 1: she write Brooks Like The Teacher Whoar is a history

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Speaker 1: of America's most embattled profession. Dana, more than anyone, has

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Speaker 1: been the pinata of anger over kids education in America,

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Speaker 1: and particularly math education. Dana, I'm wonderful to have you

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Speaker 1: back on the show. Good morning, It's so good to

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Speaker 1: be here. Dana. I look at question eight Algebra one

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Speaker 1: Common Cored Exam June of two years ago, which equation

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Speaker 1: has the same solution is x squared minus six x

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Speaker 1: minus twelve equal zero? In the uproar right now is

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Speaker 1: should we just throw in the towel and say some

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Speaker 1: kids will learn that and many others won't. Frame that

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Speaker 1: debate right now. Yeah, Well, it's a very controversial question

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Speaker 1: because states and territories have adopted these common Core standards

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Speaker 1: and the goal of that is to make this type

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Speaker 1: of algebra two or more advanced algebra a requirement for

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Speaker 1: a high school diploma. Now, if you look internationally, are

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Speaker 1: peers in Europe and Asia have tracking in high school?

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Speaker 1: They don't expect every single kid to achieve the same

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Speaker 1: level of maths. So we're a bit of an outlier.

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Speaker 1: Um in part because tracking has such a disturbing history

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Speaker 1: in the United States, UM, having been associated with racist policies,

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Speaker 1: classist policies, sexist policies. But now we're starting to ask

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Speaker 1: the question, what this common Core? You know? Is this

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Speaker 1: really fair? Because research on dropouts at both the high

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Speaker 1: school and community college level shows that there's lots of

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Speaker 1: reasons why people don't earn that degree, but the number

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Speaker 1: one academic reasons is that they cannot pass algebra. Brilliantly,

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Speaker 1: saidd In like, the distinction here is this is not

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Speaker 1: Harry Potter the Hogwarts. It's not about British elitism. This

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Speaker 1: is a debate in Germany in Switzerland as well. Well.

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Speaker 1: Let's step back a second and define what we're talking about.

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Speaker 1: The common Core was an effort basically at the state level.

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Speaker 1: Donald Trump doesn't know what he's talking about. Uh, tow

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Speaker 1: um create a common set of knowledge among the American

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Speaker 1: states for what children should learn should have learned by

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Speaker 1: the time they leave high school. Uh. But the things

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Speaker 1: we're talking about here, in terms of algebra to etcetera,

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Speaker 1: are debates about what should be in the common Core

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Speaker 1: as opposed to the common Core itself. Correct. I think yeah,

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Speaker 1: I think that is a good way to state it.

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Speaker 1: We could have multiple maths pathways. For example, what I

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Speaker 1: talked about in my article for Slate is whether we

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Speaker 1: should allow statistics as a substitute for algebra two. There

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Speaker 1: are some evidence that students who don't do well in

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Speaker 1: algebra two do dow on statistics. That statistics is more

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Speaker 1: applicable to the average person's life. So you know, why

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Speaker 1: does there just have to do one way forward? Potentially

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Speaker 1: there could be multiple pathway. Okay, but when I was

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Speaker 1: in school, folks, this is right after Madison's at up

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Speaker 1: a small college in New Jersey, Dana. There used to

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Speaker 1: be like Bosies or you know, sort of a blue

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Speaker 1: collar factory tract. And then you know, yet regions and

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Speaker 1: all that regions English blah blah blah. We've given up

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Speaker 1: on that. Everybody's going to be a rock star and

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Speaker 1: learn algebra, And as you state, a large body of

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Speaker 1: America says, no, we don't want to do that. So

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Speaker 1: where do we go from here? Where do you want

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Speaker 1: us to be in two thousand twenty one? M Yeah,

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Speaker 1: that's interesting. You know, my father, he's retired now that

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Speaker 1: he spent his career working for both sies. So I'm

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Speaker 1: very familiar with the career and technical education history here

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Speaker 1: in New York and across the country. I think that

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Speaker 1: we've done something very interesting in the United States. We've

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Speaker 1: really given up on the idea of career and technical

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Speaker 1: education what used to be called vocational education. UM. There's

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Speaker 1: a few examples of places where it works well, but

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Speaker 1: for the most part, it's not an option for people.

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Speaker 1: So I think that we have really embraced a sense

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Speaker 1: of college for all and what that means is that

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Speaker 1: we expects or hope that all kids will go to

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Speaker 1: get the four year liberal arts college degree. And that's

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Speaker 1: that is, not, unfortunately, UM realistic. There's lots of jobs

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Speaker 1: that we need to train people for, whether it's being

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Speaker 1: a nurse practitioner or um a dental technician, that you know,

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Speaker 1: require numeric thinking but not necessarily abstract algebra. And so

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Speaker 1: I think this is why it is quite compelling to

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Speaker 1: think about whether statistics may be more useful for people.

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Speaker 1: I'm a journalist, I look at social science regularly in

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Speaker 1: my job. I can say that personally, statistics would have

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Speaker 1: been more helpful for me. Why don't you do both?

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Speaker 1: I mean, I mean that would be the I can

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Speaker 1: you know the ghost of the Keen family, Michael McKeith saying,

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Speaker 1: you're totally right, Dana, do statistics, don't do econometrics. There's

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Speaker 1: a real debate there, but a lot of people would

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Speaker 1: say for x percent of kids, doing both is the

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Speaker 1: way to go, almost a requirement. But yeah, I think

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Speaker 1: I think that's a great argument, and I think in

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Speaker 1: an ideal world that is what would happen. But I

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Speaker 1: think in the world that we have, there's just not

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Speaker 1: a lot of evidence that algebra two is being taught

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Speaker 1: very well. And I talked about that a little bit

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Speaker 1: in my own article American public school teachers Kate twelve.

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Speaker 1: A lot of them are themselves math phobic, and they

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Speaker 1: don't have a lot of good experiences themselves as mass.

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Speaker 1: So it's this difficult chicken and egg crop. How do

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Speaker 1: we improve algebra two if our teachers don't like it, well,

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Speaker 1: we have to make our teachers better. Who's going to

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Speaker 1: help them get better? It's very hard. When you were

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Speaker 1: a kid, Mike, did you use tutors? Did your parents,

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Speaker 1: you know, grab you on a Thursday afternoon and say

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Speaker 1: shut up, sit down, and you got to learn more?

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Speaker 1: We didn't use tutors, we use rulers. Well, we did both,

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Speaker 1: and they were Danta, Dana. They weren't metric rulers. They

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Speaker 1: were inch rulers. Is well, what is your prescription? We

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Speaker 1: got a nationwide, worldwide audience, Dana. What is your prescription

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Speaker 1: that can be applied? And I'll let you name the

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Speaker 1: grade in Tulsa, Oklahoma, in San Francisco, in a wealthy

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Speaker 1: suburb outside Washington, or a tough, blue collar suburb outside Boston.

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Speaker 1: What's the equal prescription? From Dana Goldstein? M. I think

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Speaker 1: that what I argue for is multiple pathways. So for example,

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Speaker 1: it's excuse me, thank you for saying that. Yeah, yeah,

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Speaker 1: I mean I think what what I think we need

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Speaker 1: to see in the high school level is if algebra

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Speaker 1: two is not working for someone, perhaps they've already taken

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Speaker 1: it and failed. Because many students take this class over

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Speaker 1: and over again and continue to fail, there needs to

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Speaker 1: be some other type of math that they can turn

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Speaker 1: to to really grasp the way numbers operate in the

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Speaker 1: world without necessarily having to do the ad more abstract

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Speaker 1: what what what age? Is a tip point? I think

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Speaker 1: that it would be good to provide this at the

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Speaker 1: high school level, but I think we need to focus

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Speaker 1: on the front end as early as preschool and making

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Speaker 1: our math education a lot stronger in this country. We

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Speaker 1: need to work with teachers to be able to do that,

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Speaker 1: because what a lot of what we're focused on on

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Speaker 1: in America with math is just solving equations over and

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Speaker 1: over and over again. I think all of us will

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Speaker 1: remember this from our own education. And what one expert

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Speaker 1: says is that this is like learning to spell without

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Speaker 1: knowing what the word means. I'll go with that. But

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Speaker 1: the how do you respond to Singapore math or Asian

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Speaker 1: excellence in mathematics through wrote memorization. It's not necessarily that

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Speaker 1: that's solely a function of wrote memorization. Kids next in

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Speaker 1: those countries understand a lot more how this math relates

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Speaker 1: to everyday life. For example, I tell a story in

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Speaker 1: my article I took I took Calculus. I struggled to

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Speaker 1: get to be in that course. I did not know

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Speaker 1: that a derivative representative change over time. That's a simple

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Speaker 1: concept that I shouldn't have understood having passed the class.

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Speaker 1: This is a problem with how Americans are being taught math.

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Speaker 1: This has been danticals thank you so much. I to

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Speaker 1: you what you have one more question now if we

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Speaker 1: don't have time for Yeah, okay, Dana, this has been fabulous.

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Speaker 1: Thank you so much and for your good work at Slate.

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Speaker 1: Her book, The Teacher wars Uh was controversial, to say

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Speaker 1: the least. The reason the reason this was so good is, Mike,

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Speaker 1: you don't know this, but at the bottom of the

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Speaker 1: barge canal in western New York, they take the water

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Speaker 1: out of it every year, but they leave in like

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Speaker 1: four ft, which was enough to cover Corey Johnson's geometry

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Speaker 1: textbook tossed. It was an arc over a roll, rolled

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Speaker 1: benefits jumping. Stay tuned for Corey Johnson and Carol Master

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Speaker 1: on the Bloomberg advantage. They will take you through algebra

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Speaker 1: to algebra, so they will Corey Johnson Master coming up.

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Speaker 1: I hope you enjoyed that. Dana Goldstein, I really urge

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Speaker 1: you to look at her hugely controversial Slate article on

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Speaker 1: algebra high expectations in the common Corey. It had a

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Speaker 1: firestorm of social media response over the weekend. This has

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Speaker 1: been a fabulous week. We say thank you to our

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Speaker 1: team everybody. But why u n and ken Fellow, you

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Speaker 1: have a great weekend. This is Bloomberg's surveillance