Answer to Question 1
ANSWER: Analyses of the studies suggest that characteristics such as class size, time allocated to instruction, teachers' experience or training, and amount of homework generally do not account for achievement scores. The tell and show teaching approach so prevalent in the United States and elsewhere also appears not to be correlated with math performance. It may do little good, therefore, for the United States to try to raise achievement by altering aspects of these characteristics. However, the analyses indicate that, unlike in many other countries, the U.S. math curriculum is unfocused, repetitive, incoherent, and not very demanding. In addition, it is highly differentiated.
That is, we tend to sort students into tracks that make higher math available only to high-achieving students. The most productive route, then, to improving U.S.
performance may be to upgrade mathematics curricula and instruction so that all students are challenged to perform at a higher level.
Answer to Question 2
ANSWER: Many of the immigrants may need assistance becoming acclimated to the school setting. Consequently, bilingual education programs, multicultural education, and perhaps compensatory programs may be needed.
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