Robin Gray is a mathematics teacher in a state that has been at the forefront of setting high standards for high school mathematics. She devotes part of her day to assisting students who are struggling with the subject. One of the classes she teaches is Algebra 1-A, a course specifically designed for 9th graders to gradually introduce them to the subject by covering more basic material than traditional Algebra 1. Gray and her colleagues at Jemison High School believe that this approach is crucial for the students’ success in algebra, geometry, and more advanced mathematics in the future.
In 1996, Alabama became the first state in the country to implement the "4 x 4" plan, which mandates that students complete four credits each of math and science in order to graduate from high school. Other states have since followed suit, arguing that higher standards are necessary to prepare students for the increasing demands of colleges and employers, and to cultivate a skilled workforce. Last year, Alabama set an even higher standard by requiring all incoming 9th graders in 2009 to pursue an "advanced" diploma, which includes the completion of Algebra 2, including trigonometry. However, families have the option to exempt their children from this requirement if they choose to.
This ambitious requirement places Alabama among the states with the most rigorous math standards, despite its historical ranking near the bottom on national tests of academic progress. However, the implementation of such requirements has proven to be a challenge for the state. Different public schools have adopted various approaches to meeting the mandates, based on factors such as scheduling and student needs. Some schools ensure that students fulfill the four-year requirement by taking at least one math and science class each year from 9th to 12th grade. Other schools use block scheduling, where students have longer class periods of about 100 minutes, allowing them to earn credits for half a year of coursework. This enables some students to complete four years of math and science in two or three academic years. In certain schools, students may even have the option to skip math during certain terms, as long as they are progressing towards the four-credit requirement before graduation.
Jemison High School, located in a rural community about an hour south of Birmingham, employs the latter approach in its math classes. Students at Jemison have math classes lasting 96 minutes, double the length of classes in many other schools. All 9th graders at Jemison begin their math studies with a program called Algebra for Mastery. Their progress is assessed every 4½ weeks, allowing students who excel to move ahead and those who struggle to receive additional support in slower-paced classes like Algebra 1-A. With block scheduling, Jemison High students can fulfill the state’s four-credit math requirement by the end of their sophomore year. However, records show that about half of the graduating seniors in 2008 voluntarily chose to pursue an advanced math curriculum.
One such student is junior Robby Winegard, who never considered taking an easier path. Aspiring to major in chemistry at Auburn University, he believed that advanced math was necessary preparation. He took Algebra 2 in the fall and planned to take Algebra 3 and precalculus as well. Winegard stated that he wanted to challenge himself and was confident in his ability to succeed.
According to Ms. Gray, block scheduling allows her to dedicate more time to addressing the needs of students who struggle with understanding mathematical concepts. This is evident in her Algebra 1-A class, where she spends time providing additional support to students who scored lower on their tests. Despite the varying levels of performance among her students, Gray believes that with additional time and the right resources, all of them can excel in mathematics.
Placing the Key
The approach to fulfilling the four-year math requirement at Pelham High School, located approximately 30 miles north of Jemison, is unique. Classes at this 1,500-student school last for 50 minutes, and students must take math throughout all four years of high school in order to graduate. The highest-performing freshmen at Pelham, who have already taken Algebra 1 in 8th grade, typically enroll in a geometry class during their first year of high school. Other students are placed in either Algebra 1 or Algebra 1-A based on their math performance in middle school, as well as recommendations from teachers and parents. After the school year begins, these students have the opportunity to be moved up to Algebra 1 or moved back to Algebra 1-A. Pam Hand, a math teacher at Pelham High, explained in an email that they closely monitor the progress of 9th graders and determine whether they are succeeding in algebra or need to step back.
According to Uri Treisman, director of the Charles A. Dana Center at the University of Texas at Austin, it is not surprising that Alabama’s schools and districts have different approaches to meeting the state’s four-year math requirement. Treisman works with school officials in Texas and across the country and notes that schools nationwide are exploring a variety of scheduling methods and curricula to comply with increasing state math requirements. Although he considers multiple approaches in Alabama schools as an understandable administrative response, Treisman and many academic researchers prefer that students take a year of math every year throughout high school. This not only increases their chances of surviving college-level math but also allows them to stay connected to the subject.
However, Treisman commended Alabama officials for their efforts to maintain high standards for all students. He believes that the courses they are implementing used to be accessible only to a privileged few and that they are striving to make math courses accessible to everyone, even if it creates a challenging transition period for many schools. Since Alabama implemented its 4 x 4 plan, other states have also raised their math requirements. Currently, 18 states, including the District of Columbia, have established or are in the process of implementing four years of high school math requirements, according to the Education Commission of the States. Additionally, states have pushed for more specific math standards. Four years ago, only two states required students to take Algebra 2 or its equivalent to graduate with a regular diploma, but now 20 states, along with the District of Columbia, have adopted this mandate, with many phasing it in over the next few years, as reported by Achieve, an organization promoting higher academic standards based in Washington. In some states, parents can sign a waiver allowing their child to graduate without completing Algebra 2.
Alabama’s state board of education has also raised expectations with its First Choice plan. Starting this fall, incoming 9th graders will be required to pursue an advanced high school endorsement unless a parent exempts them. State schools Superintendent Joseph B. Morton noted that only 39% of seniors in Alabama’s 2006 graduating class voluntarily followed an advanced high school curriculum. While affluent districts have higher compliance rates, many poor rural areas have single-digit percentages, which Morton described as "an atrocity."
State Investments
Alabama has implemented several initiatives to enhance education in the state, particularly in remote areas. One of these efforts is the Alabama Connecting Classrooms, Educators, and Students Statewide (ACCESS) program. Launched in 2006, ACCESS aims to create virtual learning opportunities for high schools by establishing online classes and interactive video technology "labs". The program specifically targets isolated and understaffed schools and aims to provide them with access to Advanced Placement and dual-enrollment courses in subjects like math, science, and foreign languages. The goal is to have a lab in every high school in the state by the 2010-11 school year.
Additionally, Alabama has established the Alabama Math, Science, and Technology Initiative (AMSTI), which is one of the largest and most ambitious state-run math and science programs in the country. Schools that participate in professional development programs are designated as AMSTI schools and receive support from math and science specialists. These specialists provide classroom assistance and schools also gain access to math and science equipment through 11 regional offices across the state.
Business and university leaders have supported these state efforts. Charles R. Nash, the chair of the Alabama Mathematics, Science, Technology, and Education Coalition, highlights the need for students with strong math and science skills across the state. Alabama’s economy has transitioned from agriculture and textiles to industries such as automobiles, space and technology, maritime, and new manufacturing. The aim is to prepare students for these new industries by starting their education earlier, rather than waiting until they reach middle or high school.
Despite the state’s efforts, there are still challenges in getting high school students enrolled in advanced math courses due to their varying academic backgrounds. At Pelham High School, for example, most incoming 9th graders have taken a prealgebra course in middle school, but their preparation for algebra varies significantly. Ninth graders who take Algebra 1 or geometry are more likely to pursue advanced math courses.
Some schools in Alabama are taking steps to increase the number of students enrolled in advanced curricula. Bibb County High School, located in a rural community southwest of Birmingham, previously had only 20 percent of its 580 students voluntarily opting for advanced academic paths. To change this, students in the two most recent 9th grade classes were automatically placed on an advanced track, unless their parents opted out. Encouraged by school officials, the majority of parents and students have chosen to continue on the advanced path.
Principal Lee VanFleet emphasizes the school’s work in counseling and setting high expectations for students. The school believes in the potential of every student and strives to support them accordingly.
