More than half of Washington-area middle schoolers are pushed to take algebra by eighth grade, but a new report finds many of them don’t have the fundamentals they need to understand it.
“We’re putting kids who don’t know arithmetic into algebra classes that teach fake algebra, and staffing them with teachers who have fewer credentials, and walking away from the problem,” said Tom Loveless, director of the D.C.-based Brookings Institute’s Brown Center on Education Policy.
“It’s counterfeit equity,” Loveless said.
His study compared state results on the 2007 National Assessment of Educational Progress with the percentage of eighth-graders who had completed or were currently enrolled in algebra. It found no correlation between mathematical know-how and algebra completion.
In fact, the District of Columbia had one of the highest rates of enrolled students — 51 percent — and the lowest overall score — 248, compared to a national average of 281. Maryland enrolled 52 percent of its eighth-graders, who averaged 286 points. Virginia enrolled 42 percent and averaged 288 points.
Montgomery County schools have received national attention for their relentless drive for high-level math, resulting in 77 percent of this year’s eighth-graders who are enrolled in or have completed algebra.
“Our goal is to ensure that students are well-prepared for each level of math, and our curriculum is designed to do just that,” said district spokesman Steve Simon.
However, results from the state’s high school exams reveal inconsistencies. Overall, only 78 percent of all high school students passed the algebra exam in 2007. Hispanic students passed at a rate of 65 percent, low-income students at 61 percent and black students at 60 percent.
Loveless’ detractors insist a persistent focus on algebra by eighth grade is necessary for equity and international competition.
“It may be more frustrating, but it’s a road worth going down,” said William Schmidt, an education professor at Michigan State University. He cited studies showing students often check out of math for lack of invigorating coursework.
Loveless, a former sixth-grade teacher, disagrees.
Enrolling unprepared students in algebra “dumps it in teachers’ laps and pretends they’re miracle workers. And they’re not miracle workers.”
