Re: 8th grade algebra in California - what next

["Monty Neill" <monty@fairtest.org>]

And if , as Schwarznegger promises, the resources are found for math, will 
they come out of something else? All other subject areas? building quality? 
libraries? health care? How important is math, in particular algebra I in 
grade 8, in relation to other things?
----- Original Message ----- 
From: "George Sheridan" <learn@jps.net>
To: "ARN-L" <arn-l@interversity.org>
Cc: <ca-resisters@serv1.ncte.org>; <ca-resisters@interversity.org>
Sent: Wednesday, July 16, 2008 11:39 AM
Subject: [arn-l] 8th grade algebra in California - what next


> The recent surprise decision by the State Board of Education to use the 
> Algebra
> 1 end-of-course exam as the NCLB-required test for all 8th graders 
> effectively
> mandates all students in California to become proficient in algebra before 
> the
> end of 8th grade - something never yet achieved in any state.
>
> EdSource is a non-partisan, generally objective source of information 
> about
> education in California. They released the following message suggesting 
> some of
> the questions raised by this decision and offering some relevant data.
>
> ***
>
> When the California State Board of Education voted last week to begin 
> testing all
> 8th grade students in Algebra I within three years, it set California 
> apart as
> having the highest 8th grade math testing standard in the country. This 
> new
> policy effectively means that all 8th graders will be expected to take the 
> course
> when, in 2007, slightly less than half took the Algebra I test.
>
> Before this decision, the state recommended Algebra I as the 8th grade 
> math
> standard. Districts and schools, however, could decide to place students 
> in
> either General Math, Algebra I, or a slower-paced, two-year Algebra I 
> course.
> Based on their math course, 8th graders either take the Algebra I or the 
> General
> Math California Standards Test (CST).
>
> This requirement will have far-reaching effects for middle schools in 
> particular,
> but it is likely to reverberate throughout the K-12 system. The state will 
> need
> to address many critical questions about how to turn this ambitious goal 
> into a
> realistic set of expectations for schools and students. Those questions 
> include:
>
>  * What changes in K-7 math instruction will be necessary to better 
> prepare all
>    students for Algebra I?
>
>  * How will districts find enough teachers qualified to teach Algebra I to 
> twice
>    as many 8th graders when there is already a critical shortage?
>
>  * Are state leaders prepared to commit the resources necessary to support
>    schools and districts in this effort?
>
> To find out more about the issues that helped prompt this 
> decision--including
> current math and science instruction in California, students' performance 
> and
> college readiness, and the state's long-term workforce needs--see our 
> January
> 2008 publications. All are available for free download, including our 
> 24-page
> research report, Math and Science Education for the California Workforce: 
> It
> Starts with K-12.
>
> http://www.edsource.org/pub_abs_mathscience0108.cfm
>
> George Sheridan