Passing Algebra II no longer shows mastery of algebra or preparation for college math, concludes a new Brown Center report, The Algebra Imperative.
“Pushing students to take more advanced coursework has been a mainstay of American school reform for several decades,” writes researcher Tom Loveless.
In 1986, less than half of white 17 year-olds and less than a third of blacks and Hispanics had completed Algebra II. That’s up to 79 percent for whites and 69 percent of black and Hispanic students.
But “getting more students to take higher level math courses may be a hollow victory,” Loveless writes. “As enrollments boomed, test scores went down.”
Figure 1. NAEP Math, 17 Year-Olds who have Completed Second Year Algebra (1986-2012)
“More and more unprepared students are being pushed into advanced math in middle school,” Loveless writes. In some cases, eighth graders with second- and third-grade math skills are placed in algebra classes.
A study out of California found that marginal math students who spent one more year before tackling Algebra I were 69% more likely to pass the algebra end of course exam in 9th grade than ninth grade peers who were taking the course for the second time after failing the algebra test in 8th grade.
. . . A study of Charlotte-Mecklenburg students by Clotfelter, Ladd, and Vigdor found that low achievers who took 8th grade algebra experienced negative long term effects, including lower pass rates in Geometry and Algebra II.
It’s not just algebra either. “There is very little truth in labeling for high school Algebra I and Geometry courses,” Jack Buckley, commissioner of the National Center for Education Statistics, told Education Week.