This week the California State Board of Education (SBE) voted to require all 8th graders get tested in algebra (L.A. Times article here). Currently 8th graders can take either the Algebra 1 test or the General Math test (geared to "pre-algebra" standards) depending on whether they actually took Algebra 1 or some pre-algebra course in 8th grade. So the SBE decision essentially forces all 8th graders into Algebra 1 whether they are ready for the course or not.
Proponents of algebra for 8th graders point to benefits from early access to algebra and issues of equality. Opponents argue that many 8th graders are not prepared to succeed in algebra and are being set up for failure.
This exemplifies the timing disconnect between research and policy. The big picture purpose behind my proposed research is to shed some quality empirical evidence on this debate. Do students, particularly low achieving students, have better high school success if they take algebra or pre-algebra in 8th grade? Well it looks like the decision makers went ahead and presumed an answer to that question before I got a chance to answer it ... but that doesn't mean I can't test their presumptive answer.
Methodological side note: will this decision influence responses from school staff if asked how they currently decide to place a student in algebra or pre-algebra? My plan was to interview school staff to figure out how they go through the decision making process for different types of students but will the fact that such a decision is now defunct limit their honesty?
Thursday, July 10, 2008
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