"PACTS: The Coalition for Change" offers a case study chronicling
the efforts of one urban high school district in Northern
California to change its curriculum. It quantifies surveyed
responses solicited from parents, administrators,
curriculumleaders, teachers, and students in the district. It also
assesses their level of agreement on issues relating to mathematics
reform.
These agents of change constitute the PACTS Coalition. As a
group, they generally agree that mathematics is a tough subject and
that it should befun; however, their level of agreement vacillates
when the investigation turns to issues such as ability level
grouping, the incorporation of diversity, and the question of
inclusion.
In general, members of the alliance believe that the effect of
reform efforts has been deleterious to theoverall quality of
mathematics education at their school site and in the district.
Many respondents citepoor communication, ineffectual leadership,
and a lack of direction as chief deterrents to effectivemathematics
reform; additionally, most agree that cohesion, unity, and morale
among the mathematics staff in the district have suffered as a
result.
Author Bill Collins shows that the varying perspectives of the
PACTS Coalition is key to recognizing the complexity of educational
issues while revealing the vision needed for lastingeducation
reform.
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