On Oct. 8, ACSA, in collaboration with School Innovations and Advocacy, put on the California Algebra Summit in Sacramento. Hundreds of educators filled the room to hear perspectives on the recent ruling by the State Board of Education that all eighth grade students must be tested in Algebra 1.
In the first panel of the day, ACSA Executive Director Bob Wells was joined in a discussion by state Sen. Tom Torlakson; SBE President Ted Mitchell, chair of the Governor’s Committee on Educational Excellence; and former SBE executive director Rae Belisle.
ACSA is currently involved in a lawsuit against SBE over the algebra mandate, with the suit centering on whether or not the board overstepped its boundaries in decreeing the test. Wells was at the summit not to discuss the court case, but instead to talk about the policy itself, and why ACSA believes the SBE action was not thoughtful or balanced.
As Wells noted, ACSA is all for students learning algebra, when ready. But he also pointed out that the Education Code clearly states that algebra is a high school graduation requirement, not an eighth grade requirement. The right policy for eighth grade, he said, should be algebra readiness.
Wells noted that forcing eighth graders into taking algebra could have adverse outcomes. If students take algebra and do poorly because they are not ready for it, they can view themselves as failures at math, and it’s hard to convince them otherwise after that.
ACSA is also concerned about the question of teacher quality in such a mandate. If the mandate is enforced, the estimates are that a minimum of 3,000 to 3,500 more single-subject math teachers will be needed at the middle school level. Already, 74,000 students are being taught by underprepared or “out of field” teachers in middle school algebra classes.
Yet, as of 2006-07, a total of a little more than 1,800 new math teaching credentials were issued by the state for all grade levels, not just middle school.
ACSA believes that multiple pathways are the right answer, and the decision should be made at the local level. Middle school students should be assessed, and then placed in either algebra readiness, fundamentals of algebra or Algebra 1 classes, depending on their skill levels.
ACSA will be conducting an online survey soon to gather statewide input on what ACSA members need to move more students toward algebra readiness and Algebra 1. The association will also continue to host and participate in professional learning opportunities that inform educators about the SBE decision on Algebra 1, its policy underpinnings and its implications for students and educators.