by Brian
The Seattle Times editorial board and a guest editorial team of Dean Allen of Partnership for Learning and Brad Smith of Washington Roundtable recently continued their campaign against State Superintendent Randy Dorn's proposal to delay and rethink the math and science graduation requirements. The Times says it's a "gaffe". Allen and Smith say: "First, legislators must reject any retreat on graduation requirements
in math and science. Once in place, these requirements will help ensure
that more students graduate prepared for college and work."
I've been thinking a lot about what's wrong with that argument. I think I finally figured it out: nothing. They're right. The students who do graduate will be better prepared for college and work. But I see the Law of Unintended Consequences at work. If these requirements are left in place, the ones who graduate will be better prepared, because fewer students will graduate. Faced with the hurdles of Algebra, Geometry, and Algebra 2 many will just give up. Is that what we really want?
Consider this scenario: A freshman takes Algebra, but does not pass the end of course exam. She retakes the course as a sophomore, does well, and passes the exam. Her junior year she takes Geometry, but just doesn't understand 2-column proofs. She fails the end of course exam. Now what does she do? Remember, the state law says she must take and pass end of course exams in Algebra and Geometry, and complete a third credit in math which is recommended to be Algebra 2. Stuck, isn't she?
The Partnership for Learning and Washington Roundtable both make much ado about the fact that Algebra 2 is a remedial class in college. Students who do not pass a placement test must pay for the class, but will not receive college credit for it. Well, Algebra 2 is hard. Last year I had a senior in Algebra 2 who got a C+/B- from me. She did not pass the placement exam, so she enrolled in Math 99 at the local community college. When I saw her during our winter break she told me she got 94% on the final test. She's taking pre-calculus next quarter. What's wrong with that?
In a recent guest editorial in The Peninsula Daily News State Representative Kevin Van De Wege (24th District) supported Randy Dorn's proposal to create a basic and a proficient track for high school math. He said as a professional fire fighter he has never used Algebra 2, but uses vocational skills such as weights and measurements everyday. I wrote a letter to the editor supporting Van De Wege's position, and I was ready to be attacked for "lowering" standards. Instead I have had nothing but positive feedback. Last night at a wrestling tournament the mother of a former student, who does the books for her husband's plumbing business, thanked me for saying what she truly believes: all students do not need the same math education.
The Legislature is convening on Monday, January 11. Representative Van De Wege and his colleagues have a chance to escape the unintended consequence of fewer students graduating from high school. But to do that they will need to hear the voices of the teachers and parents of the students affected by these unfair rules. Unless they do the advice of "experts" like The Seattle Times and Washington Roundtable will do a great deal of harm.
I took Algebra II and up through Calculus in high school, simply because I enjoyed math. I have a degree in literature, and took college calculus for “fun,” but only would have had to pass college algebra to get my degree. To be quite frank, not a SINGLE class I took in high school did any more than get me a GPA that could get me into college. But, that was the olden days. Now I do know that courses can prepare kids for college, but we need to be considering (1) what colleges require for entrance, (2) what kids who are not college bound would be best served by, (3) that if a kid gets to college and wants/needs more math, they can take it.
We as a system need to get off this focus that high school’s only purpose is to prep kids for college. I too would rather see personal finance be a graduation requirement over Algebra II. And guess what, even college-bound kids would benefit from a good personal finance class so that perhaps if they get one of those loan refund checks from their universities their junior year they won’t think it’s money from the sky and go to Vegas or Hawaii like I did, but will realize it is part of a loan that must be paid back when they are thirty-one with a family of five…
I like Tom’s idea. Knitting IS more useful, especially with rising heating costs.
High school math began with a 104% in geometry ( I LOVED proofs) and then crashed and burned in Algebra II my junior year with a teacher who barely spoke English. The following year, ill-prepared, I floundered in pre-calculus. I hung in there to pass first semester and then transferred to public speaking, a skill I use every day and one without which I couldn’t do my job.
I use math every day too. I invest our money, I decide which mortgage is right for us, I keep the books balanced and plan for our future. I also use the tape measure, a pencil, and the backs of old envelopes for simple projects around the house. I grade papers and work with percentages. I pay attention to the numbers that affect politics. What I don’t use is anything that might have been on the syllabus of Algebra II, because I didn’t learn anything in that class. If I learned that material, I learned it by hanging a picture off-center on a wall and then doing it right the next time.
In the race to produce the most academically elite population, our legislature is ignoring common sense. You don’t need Algebra II to be successful in college. The only math class I needed to graduate from college was some ridiculous course that had us balance pretend checkbooks. If the colleges aren’t worried about graduating students who know Algebra II, why are bashing our heads against a brick wall trying to get it done?
I didn’t take Algebra 2 in high school. Actually, I started to, but transferred out because I didn’t have any idea what that man was talking about. I went on to college and as a freshman, decided to take algebra. I did fine, but I’m pretty sure I’ve forgotten everything I learned in the course. It’s crazy to require Algebra 2 in high school. Most people would get more out of a class on knitting.
Michigan passed a law requiring Algebra 2 for high school graduation in 2006. They repealed it in September 2009. Arkansas found 88% of their students taking the Algebra 2 exam will need more preparation before taking college level courses. Delaware’s requirement for Algebra 2 first applies to the class of 2011. Indiana offers three diplomas, including the General High school Diploma which requires 4 credits in math, but neither Geometry or Algebra 2. I can’t find any data on a state that has actually graduated a class with the Algebra 2 requirement in place for all students.
There are models out there that can work, but ours is not one of them.
It’s been interesting to read your posts about this subject, Brian. As an elementary teacher, I rarely think about graduation requirements. But, since I’ve started serving on a STEM committee in my district, I’ve been considering your view about the math requirement controversy. In my STEM meetings, I’ve been told that Massachusetts is leading the nation in it’s preparation for students in STEM careers. I was curious to see what math they required for their high school students. I couldn’t find it exactly – it was muddy. But, in my search, I found North Carolina’s requirements. They require algebra II, but they have a caveat:
“For students who truly do not see Algebra II as being in their best interest, there is an alternative for this Core math requirement, but this decision would be made with input from the student’s parents, teachers, and guidance counselor. If a student is able to complete Algebra II, it is in their interest to do so. Algebra II is a minimum requirement for many college, university and community college programs.”
I also saw that other states are doing this, too (DE, IN, LA, MI, TN http://www.mathcurriculumcenter.org/PDFS/HSreport.pdf). It seems that a handful of states have found a compromise. While they encourage students to take algebra II in high school, they recognize that it’s not necessary for everyone. And it’s more important to graduate and be ready for what comes next after high school