Algebra testing sets kids up to fail

The recent action by the State Board of Education, as reported by The Times in “ California mandates testing every eighth-grader in algebra — ready or not,” is a disappointment for those involved at the front lines of California’s educational system. The board’s action is a classic example of a decision made in haste in response to a manufactured crisis, and it will result in a strain on the relationships between teachers, parents and students who are simply not ready for algebra in middle school.

It is unfortunate that the hue and cry surrounding this issue has cast the debate in stark, black-and-white terms: You are either for rigor in public education or against it. Make no mistake, the California School Boards Assn. supports high standards for all students. The CSBA is a strong advocate for minority children and was the first organization to propose legislation to require disaggregated data for schools -- a key component of the state’s strategy to close the achievement gap. Further, the CSBA was among the few organizations advocating that the state change the Academic Performance Index to a “closing the gap” model, one requiring greater growth from minority and economically disadvantaged students.

The simple fact is that California does not have a system in place that can ensure the success of all students in Algebra I at the eighth-grade level. To be successful, every aspect of public education must be strengthened, from the skills and knowledge the state expects of teachers preparing students in the elementary grades to the instructional-minutes requirements imposed by the State Board of Education, which require that the lion’s share of instructional time be spent on English/language arts, at the expense of math. The higher-education community, in addition to embracing a misguided policy in the name of rigor, must also fulfill its responsibility to provide the state with a sufficient number of teachers who are qualified to teach these courses. Absent a commitment on the part of the state to address all of these factors, unprepared students will be set up to fail -- and will founder as they continually repeat the same course for which they weren’t prepared to be successful in the first place.

The decision also raises the question of how schools will be able to meet this requirement when the state budget proposal would cut public education. The governor said he was “committed” to providing resources for this mandate, a comment that in light of his proposed budget cuts is a complete non sequitur. And if funding for public schools did increase, would algebra readiness truly be the first priority for those funds? Every reputable study released in recent years has demonstrated that California’s per-pupil funding ranks among the lowest in the nation. The current support system for students and schools is woefully inadequate. To suggest that this is the best way to spend such money is absurd.

Sadly, many kids are on the path to dropping out of high school by the end of junior high. If they fail Algebra I in the eighth grade, they surely will be more inclined to withdraw. California must continue to provide support and advocate for the resources our middle-school students need. A mandated “one size fits all” approach to Algebra I proficiency just doesn’t make sense.

Paul H. Chatman is president of the California School Boards Assn.

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