EdSource releases...

Algebra Policy in California:
Great Expectations and Serious Challenges

In July 2008, California's State Board of Education (SBE) sought to test all eighth-grade students in Algebra I, a decision that was challenged by the California Teachers Association and Association of California School Administrators, and is still being appealed in a California court.

The SBE's move was prompted in part by the vagueness perceived by many in California's mathematics standards.  The SBE’s decision has brought to the forefront a clear need for a reevaluation of California's math curricula, especially in late elementary and middle school grades.  This report, Algebra Policy in California, seeks to examine the impact of California's current math curricula on student's skills, the increased burden of elevated standards that the state wishes to impose, and the linkage between inadequate teacher credentialing policies and these new standards.

There have been significant increases in 8th grade participation and proficiency across the various demographics in California’s schools.  However, there has also been a rise in the number of students who have taken Algebra courses multiple times.  While the data is promising, ethnicity and economic gaps continue to illustrate a holistic solution is necessary.

To meet the new level of standards, the inadequacy of early math education needs to be addressed.  The situation is further compounded by the need for teachers to retool their skills in order to address these new standards and the credentialing programs must adjust to reflect this need.  The organizational disparity between the lower grades and the upper grades is also a point of conflict.  While the lower grades focus on conceptual ideas, the upper grades focus on specific courses. 

To read the full report, please click here.            http://www.edsource.org/pub_algebra09.html