Dear Mr. Massey,

I do believe it is important, that I introduce myself to you, to ensure, that you gain a perspective from which I speak. I am not an outsider looking in, rather, I was an active participant in the educational system, and have diligently chosen to pursue knowledge in an effort to implement changes that can correct issues within the educational system, especially in mathematics.

I am an educator and a researcher. In The Bahamas, I was a former secondary school teacher, an invigilator, a national examiner, advisor for the National Teacher Cadet program, a shop-steward, and a member of the National Science Council for the Bahamas. Additionally, I have engaged in national research pertinent to the written and enacted curriculum, as well as evaluated the impact curriculum materials have on students learning.
I have published and presented nationally and internationally at highly ranked research conferences on curriculum issues, reasoning and proof and technology. Hence, I have years of experience with assessment practices, and mathematics curriculum as a whole.

Hence, based on my experience as an educator and researcher, it is my argument that the manner in which the B.G.C.S.E. national average is reported is wrong. Adhering to fundamental principles of research, a Type 1 error exists when it is reported that something exist, when it actually may not be. If the method use to generate the report is flawed, the claims made can be fundamentally challenged.

I am not asserting that our system is perfect, I am saying however, the means in which it is done does not adhere to fundamental constructs of research.

That is why I argue before strategies can be used to combat the ills, accurate reporting is needed to identify where the challenges exist, and the extent to which they exist.

Kindest regards.

Dr. Ruthmae Sears