Everly and Stand Your Ground

On the weekend in July near the date that marked three years since Everly died, I began writing this post.  It seemed a good time to return to an idea that started to germinate when I was writing a book review back in February.  Kelly Brown Douglas, in Stand Your Ground:  Black Bodies and the Justice of God, addresses many aspects of whiteness and its theopolitical underpinnings.  As I worked through her excellent presentation, certain parts of her argument drew me into thinking about Everly's work over a quarter century of leadership in transforming how mathematics is taught in public schools.  On that weekend, I started to write about ways that Douglas's theological work and Everly's work in math education are challenging the same kinds of problems.  Now, almost three months later as I celebrate her birthday, I'm going to finish it.

Everly's earliest efforts to influence the way that math is taught began soon after arriving in North Carolina, fresh out of her MS degree in math education from the University of Texas in Austin.  Administrators quickly recognized that as a classroom teacher, she had the potential both through example and leadership to reshape math teaching in a way that more students could have an opportunity to succeed in what is too often thought of as a subject matter for only an elite few.  However, as soon as she was elevated to a position of leadership, she began to meet resistance from the experienced teachers who were already sure that the way to teach math had to be pretty much the same way that they were taught math.  In other words, they, who had emerged as some of the few to succeed in math in a previous generation, seemed satisfied to continue the same pedagogy that rewards only a few.  They were among the few who are able to decipher a code of learning targeted at a narrow portion of the classroom.  It is not surprising to me that this first cadre of organized resistance was made up of an all-white group of teachers.

At the time, Everly and I were not particularly sensitized to the way that math functioned as a marker for racial difference in many education systems.  Even though we were in our mid-twenties, we had not previously lived and worked in places where we met and interacted with African Americans on a regular basis.  In the particular communities of Texas where we grew up, ethnic difference was more directly defined by Mexican American and Anglo American communities.  Having moved for the first time into the South, rather than the Southwest, we were only beginning to get direct experience of the racialized structures of education.  Her teaching both in Chapel Hill and in Durham played a role in reshaping her understanding of the role race plays in math education, especially as it became more clear who had access to higher math classes and who did not.

When Everly got the opportunity to become the coordinator for mathematics education in Durham Public Schools, she intensified her study of the way young people learn math.  That led her into conversations across the country about the gaps in mathematics achievement that show up between minority and majority communities.  She became engaged with leaders who were challenging the idea that some people by their genetic heritage will not be good at math.  She found many of the education leaders in Durham and elsewhere unwilling to have those conversations.  Some bosses told her to stop saying "achievement gap" in public meetings.

Before long she had successfully navigated the federal grants process and received a $5 million plus, four-year grant to revamp math teaching in Durham.  The focus of the program was to change curriculum and the culture of math teaching.  She set out to implement a new curriculum based on study of how math is taught in the countries where students achieve highest on international math tests.  Using a teacher-led, grassroots process, she led the Durham school teachers to select one of the reforming math curricula that the National Science Foundation funding was seeking further research on.

Implementing the curriculum would not be possible within the culture of traditional math teaching.  Everly implemented a district-wide professional development which took every elementary teacher and every middle- and high-school math teacher through about 100 contact hours of training.  The math curriculum schedule for professional development in Durham during those crucial years had over 250 times as many training events as any other teaching field.

The curriculum program was called RAMP:  Realizing Achievement in Mathematics Performance.  Influenced by civil rights leaders Robert Moses and Charles Cobb who through the Algebra Project were advancing the agenda of the Civil Rights Movement into reforming education, she insisted that every child have access to learning higher math.  With Lisa Delpit she championed teaching the same level of skills to all students.  She embraced Carol Malloy's research on the centrality of access to higher math as the barrier for black achievement.  This ruffled feathers in schools where principles and teachers had colluded to steer certain students, often by skin color, away from algebra classes to keep only an elite group of high achievers taking the high-stakes tests by which schools would be compared and graded.  Pushback came from parents who were not used to seeing poor or black children in certain math classes.  When those minority students were making good grades in math, the scuttlebutt assumption was that higher math courses were being "dumbed down."

Kelly Brown Douglas talks about the history and continuing legacy of Anglo-Saxon Exceptionalism, a version of white supremacy that identifies intelligence and political expertise as the heritage of a specific group of Northern Europeans.  Elsewhere and other times, similar ideas were expressed as Aryan mythology.  This particularly inherent giftedness of a people group justifies their management, supremacy, and control over the destinies of other groups.  Their Manifest Destiny, as Douglas also points out, demands that they extend their power and influence over greater areas, regardless of the wishes of others who may contest their claim to lands and goods.  As Douglas goes on to argue, the Black Lives Matter movement has risen up to challenge the heritage of these aspects of white supremacist ideology which still lead to systemic repression of minorities, even in a world of "racism without racists."

Everly strove to press this agenda against an entrenched belief that there is one good way to teach math that has been used successfully from eternity.  If only 10% of US students are excelling in math, then how can we believe that the way it is being taught is adequate?  Instead, a false belief in the supremacy of a particular genetic pool, children who really may not even need a teacher to help them understand math, has become a justification for not really trying to teach the rest of the students.

Could it be that children of various backgrounds might be trained to solve problems in different ways?  And could those strategies be effective if not immediately shut down by the canonical and only acceptable form of problem-solving being passed on by the elitist tradition of math teaching?  What if the order of courses (algebra 1, geometry, algebra 2) and the concepts and content of those courses were reorganized in a way that coordinates with brain development, cumulative learning processes, and the usefulness of the math processes for collateral science course learning?  Yet many teachers and successful math student parents assume that "since I learned math this way, it must be the right way to learn it."  Accepting the failure of most children seems far from good educational practice.  Trying to cure the problem by doing the same thing harder and with more testing just sounds dumb.  As Bob Moses has insisted, we need to give up the idea of a "math gene" that only a tiny minority has, and start trying to teach in ways that all students can learn.

Everly found the resistance to these changes daunting.  Some schools in Durham did all they could to "opt out" of change.  Some parent groups, unable to accept success of minority students, pressed to have the curriculum changes reversed.  Everly's doctoral research was showing that the change was real.  White students' achievement was going up.  Black students' achievement was going up even faster and the gap was closing significantly.  RAMP was good for all groups.  But social inertia can't always handle the truth.  People make up their minds based on deeply embedded prejudices that keep them from seeing the light that is breaking in.  Some high administrators decided that they would rather stop the complaints than try to understand and defend the progress.  Everly was "reassigned" within the school district to work on a project she philosophically opposed, a clear invitation to find another job.

She was quickly snatched up by the North Carolina Department of Public Instruction, and she carried her research and agenda to address the statewide curriculum.  After several years of successful work for North Carolina, she went to the Texas Education Agency to lead a statewide curriculum reform there in the second largest state school system in the US.  She made many important steps there, including having a curriculum reform adopted by the State Board of Education.  It was her last professional action, and the final vote took place while she was in the hospital struggling through her first chemotherapy treatments.

Bodies don't mark off some for intellectual achievement and others for backbreaking labor.  Failure to innovate, to listen, to teach creatively and constructively are the central barriers to achievement in mathematics.  May Everly's tribe increase, and may her work continue to inspire and bear fruit for all children.

Everly's Blessing

 Originally posted on CaringBridge.org

Today our pastor, Dr. William C. Turner, Jr., took his text from Isaiah 44:2-3.  It is a promise of water in the desert, of the Spirit of God upon the people.  He pointed out a significant distinction that many of us may miss.  When God blesses us, the blessing is not for us.  God blesses us that we will bless others.  This particular text says that the blessing will be for the offspring and descendants of those who first receive it.

The sermon sent me to thinking about the blessing of Everly.  A little more than thirty-six years ago, in the fall of 1976, Everly arrived in Waco, Texas, to start her higher education at Baylor University.  Within a few days we met one another as part of a leadership group recruited and sponsored by the Baptist Student Union.  Everly had been recognized by her peers and teachers at the very large J. Frank Dobie High School as perhaps the strongest leader in her graduating class.  She was expected by them to go far and accomplish great things.  I was a small-town boy with an over-estimation of my importance in the world.

It was a couple of months before Everly and I began to get to know one another.  She endured what women in our culture often endure--listening to men talk excessively about themselves (in this case, I was the blabbermouth).  Even with that, she detected something in me worth sticking around to discover.  I was especially drawn to the joyfulness she brought when we were together.

As we grew to be a couple, we had lots of long talks.  One of the early memorable conversations had to do with Everly's calling to teach.  She did not begin her university studies with plans to be a teacher, and some important people had steered her away from it because they thought she could aim for something "better" or "higher."  However, her first year of studies was leaving her with a feeling of something missing.  She was becoming sure that she should be an educator.  Everly did not see a need to separate high achievement from a vocation that would allow her to serve the community and use the gifts to teach that had already appeared.

Most of us who have lived long enough know that the actual path our lives take is far more complicated than we might have imagined at the outset of adulthood.  Everly finished Baylor with little inclination to ever go back to school again.  She immediately became a teacher, and in the course of a few years taught math at most levels from middle school to high school seniors.  It only took about a year of teaching--a year of wondering how it is that some children learn a concept and others don't, puzzling why some strategies work with one child and not another, reflecting on the processes children develop on their own to figure things out--before Everly started recognizing her drive toward further study.  A masters degree in math education from the University of Texas followed.

Then more years of teaching took Everly through Irving, Texas, Chapel Hill, North Carolina, and Durham, North Carolina.  As a lead teacher, a department chair, a Presidential Award Winner, and a visiting professor at the University of North Carolina, Everly's vision of better classroom teaching expanded and began to make its mark.  Eventually she moved to district-level curriculum leadership in Durham Public Schools, gaining national recognition for her work, including the Outstanding Young Alumni Award from Baylor University.  And during those years she began work on her doctoral degree from the University of North Carolina.

From Durham she advanced to state leadership as the Director of Mathematics for the North Carolina Department of Public Instruction.  Having made a lasting mark on that state, she most recently moved to lead mathematics curriculum for the Texas Education Agency.

This is a story that many of you already know.  But for me it is a way of showing how Everly has understood deeply from a very young age that the blessings she has received are for others.  She had dedicated herself to understanding young minds, developing strategies for instruction, and uplifting all students to realize success in mathematics.  Her bountiful intelligence, enthusiasm, organizational insight, and compassion are blessings she received to share with others.

Another way of saying this is that Everly is our blessing.  We have received her into our lives as she has poured herself out, doing good.  She has done good to teachers by recognizing their centrality and power in education.  She has done good to students by never giving up on their capacity for higher math.  She has done good to bureaucrats and politicians by helping them direct their ambition and power toward better curriculum and schools.  She has done good to her colleagues by finding their best qualities and helping them to grow in those ways.

I guess I got the best of the blessing.  I got to live with Everly and share my life with her all of these years.  She is my supreme blessing.  From the time of her first years of teaching, the two of us have had an unending conversation about math teaching.  She has hammered out her ideas, her experiments, her theories, and her resolve in long talks as we drove to work, did the laundry, picked up the kids' toys, sat down in the evening, and just about any time or any place. 

As I said earlier, I probably started out with an over-inflated sense of my own importance.  We intellectual and academic types are prone to such delusions.  I have had a very satisfying and enriching career as a professor, so I'm not belittling that. 

But I also have come to understand that God blessed me with Everly not to have her only for myself, but so that I could play a part in giving her the strength to bless the world.  Reading so many of the comments on CaringBridge has further confirmed this is true.  Everly's influence is deep and wide, and the people she is touching, working with, and serving are blessed beyond measure.  Wherever she has gone, people and institutions have changed for the better.  I'm thankful that I am sharing in such a powerful life of blessing in this world.

For I will pour water on the thirsty land,
and streams on the dry ground;
I will pour my spirit upon your descendants,
and my blessing on your offspring.

I am a witness.  This is what God has done and continues doing through Everly.  All praise and glory be to the Holy One of Israel!  Amen.