Memphis City school district officials fear their teachers aren't prepared to teach a new fifth grade mathematics curriculum that introduces early algebraic concepts. Lacking much evidence that the current corps of fifth grade teachers knows the math needed for the job, the district is moving to a "departmentalization" model, allowing elementary teachers to specialize in some subjects and avoid teaching others. The district sees departmentalization as their only real option: selecting some teachers for intensive professional development in mathematics, while staying clear of those with no aptitude or interest.

All fine and good, but the district's plight begs a question. Has Memphis communicated this problem to the local ed schools? Has the state? We fear that ed schools are getting the same free pass districts around the country provided over a decade ago, when they decided they had to develop good professional development in reading instruction to erase all the bad reading preparation teachers got during pre-service training.

We know from NCTQ's math study, No Common Denominator, that at least one ed school in the neighborhood, the University of Memphis, isn't doing what is needed in mathematics.

These are programs approved for Tennessee licensure. Where's the accountability?