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This story about eighth grade algebra was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.
BRAHAM, Minn. — On a typical gray morning in October, the fourth-period Basic Algebra 8 class at Braham Area High School revealed the challenges of teaching complex mathematical concepts to eighth graders. Teacher Rick Riccio was in the midst of explaining how to convert large integers into scientific notation, but many students were struggling to maintain focus. In the back of the room, two girls were singing instead of working, two boys were playing games on their laptops, and a couple of girls chatted about future baby names.
As Riccio circulated through the classroom, he attempted to re-engage his students, reminding them of the task at hand. “You’re a little too crazy today,” he urged the girls, encouraging them to concentrate on the assignment.
Experts note that not all eighth graders are emotionally or cognitively equipped to grasp the abstract concepts found in Algebra I, such as variables and linear functions. This developmental challenge is compounded by the fact that many students in this age group have difficulty maintaining focus for prolonged periods.
“Eighth grade can be a tumultuous time with puberty and associated hormones,” commented Zach Loy, another math teacher at the high school. He emphasized that the expectation for students to sit still and concentrate is a significant hurdle.
In response to concerns about engagement with math and science, Minnesota implemented a law in 2006 mandating that all eighth graders complete Algebra I. Lawmakers believed that this initiative would increase the number of students ready for advanced math courses like calculus, a key factor for pursuing careers in STEM fields.
This approach intended to create a clearer path for students to progress through a traditional sequence of subjects—starting with Algebra I in eighth grade, progressing to geometry, Algebra II, precalculus, and culminating in calculus during the senior year. However, an analysis by the Hechinger Report revealed that the law has not produced the intended outcomes. From 2009 to 2017, while the percentage of Minnesota students taking calculus did increase slightly, the state ranked lower in comparison to others across the country. Specifically, Minnesota’s calculus enrollment fell from sixth to tenth place nationally as a proportion of total enrollment.
Meanwhile, Minnesota eighth graders saw a decline in their performance on the National Assessment of Educational Progress (NAEP), falling from second place in 2009 to eighth place by 2022.
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Despite the law, many schools, including Braham, reported stagnant numbers in calculus enrollment. Administrators observed that a lack of interest in STEM careers among students contributes to this stagnation. Furthermore, a 2007 follow-up policy allowed students to divide Algebra I instruction over two years, diluting the early algebra requirement’s impact.
Across various districts, the controversy surrounding eighth-grade algebra reflects broader concerns regarding educational equity. While many parents advocate for early algebra to broaden future opportunities, the representation of Black and Hispanic students in such advanced courses remains disproportionately low. Some districts have even considered abolishing the eighth grade algebra option to foster inclusivity, igniting parental opposition in the process.
The educators in Braham have voiced the urgent need for more certified math teachers, tutors, and smaller class sizes to address the existing math gap. They argue that Minnesota’s emphasis on universal Algebra I has not adequately increased the number of students pursuing advanced math.
Since the policy’s implementation, Minnesota ranks lower in national statistics related to calculus participation and eighth-grade math testing than before it took effect. The education community is divided on the efficacy of the mandate, with critics citing inadequate preparation and developmental readiness among eighth-grade students as critical issues.
Some teachers express concern that imposing advanced coursework too early can diminish students’ confidence in math altogether. This sentiment was echoed by a study from California that found that a statewide requirement for algebra enrollment resulted in lower test scores among large districts, though it had minimal impact elsewhere.
Historically, national interest in universal eighth grade algebra surged in the late 1990s, driven by a desire to prepare more students for calculus and improve educational competitiveness, particularly for marginalized communities. However, even with a rise in eighth-graders taking algebra from 27% to 42% between 2000 and 2005, those figures have since dropped significantly.
Minnesota’s legislation to require Algebra I starting in the 2010-11 school year has drawn mixed reactions from experts. Many cautioned against such a sweeping move, suggesting that it oversimplifies the complexities of teaching mathematics and fails to consider students’ varied readiness levels.
In the face of these challenges, Braham district’s leaders are focused on foundational math skills rather than solely steering students toward calculus. Most students tend not to select careers that require advanced math, opting instead for fields such as nursing and education. In fact, out of a senior class of just 47 students, only one is enrolled in calculus this year.
Students like Savannah Gudilias, 14, have shared their experiences about managing algebra in eighth grade. Reflecting on her struggles, she remarked that perhaps waiting until ninth grade would have been more beneficial for her confidence and understanding of the subject. Her aspirations to become a nurse contrast with her apprehension about the math involved in that career track.
For students like Sean Oldenburg, interest in engineering prompts a drive to master algebra, despite initial difficulties with symbolic representations. His determination exemplifies that success in mathematics often hinges on time, patience, and effective teaching.
Related: Some schools cut paths to calculus in the name of equity. One group takes the opposite approach
Ultimately, schools like Braham are confronting challenges that extend beyond enabling students to transition smoothly into calculus. Persistent low scores on state math assessments and a notable lack of resources indicate a need for a fundamental re-examination of the educational approaches being employed. Superintendent Ken Gagner emphasized that bolstering math instruction quality is paramount in remedying the identified educational gaps.
In conclusion, while universal Algebra I might have seemed a promising solution to enhance access to advanced mathematics, the outcomes suggest that not all students are ready for such an accelerated pace. The quest to remedy the educational gap in mathematics continues in the face of varying readiness and interests among students. As the district navigates these challenges, the discourse around how to best structure math education will undoubtedly evolve.
Back in Riccio’s classroom, a recent retake on scientific notation proved beneficial, with students positively engaging with the material and showing signs of improvement. Moments of clarity, like those exhibited during class, may ultimately pave the way to greater success, if appropriate support and instruction continue to meet students where they are.
Source
hechingerreport.org