Peter Schrag: In California, mathematics is not an exact science

Two weeks ago, alarms went off all through the high-standards wing of the California school world.

Once again, the tom-toms said, meddlers in Sacramento were about to water down California's exemplary curricular requirements, in this case the state's praiseworthy goal that all students take algebra in the eighth grade. The alleged meddlers were the bureaucrats at the state Department of Education.

The warnings were justified, but seemed mostly to compound the confusion. Although there have been recent attempts, mainly by legislators, to dilute academic requirements, this story is more complicated.

The fear among some of the curricular hawks was that a proposed new eighth-grade exam that included some algebra items was not, as the department claimed, a replacement for the limp general math test that nearly half of California's eighth-graders – those not yet ready for algebra – still take. It was, they thought, an attack on the eighth-grade algebra goal itself.

That might have allowed California, which has had model academic standards, to report higher proficiency scores, dodge some federal sanctions, and look better in national rankings under the No Child Left Behind Act. Other states have lowered their standards to do precisely that.

Rick Miller, chief spokesperson for the department, says that was never the intention. The new test, which the befuddled members of the state Board of Education are supposed to approve in July, is a substitute – and a much tougher one, with a lot of algebra included – for the old general math exam, not for the algebra test.

The thought that the department would want to roll back the algebra requirement, he said, is absurd. The plan all along was to continue to have two tests.

But even as an alternative for eighth-graders not yet ready for algebra, the proposed new test is flawed. It covers material that's not being taught, for which teachers have no materials, and which isn't part of California's curriculum framework. And while it has algebra items, they don't provide the foundation for a full course in beginning algebra. The critics call it "algebra lite." The proposed test, said Glee Johnson, a former president of the board, in testimony last week, "will not measure the content of the new Algebra Readiness programs, or any other identifiable program, for that matter."

But that's only part of the problem. What is "a goal," in curriculum-speak? Everyone in this dispute knows that, however it's defined, there will never come a day when all students take Algebra I in the eighth grade, or certainly no course worthy of the name.

California's own eighth-grade algebra requirement was the accidental consequence of a game of high-level chicken. The original intent was to put it in the ninth grade. Then the state schools chief, Delaine Eastin, who was engaged in a fight with the board about who could be the toughest guy on the block, said ninth grade is too late. If you want to have tough standards, make it eighth grade.

In fact, the algebra requirement, backed by some strong inducements for schools to get students ready for it, has succeeded in producing a remarkable increase in the percentage of eighth-graders taking Algebra I, from 31 percent in 2002 to 52 percent in 2007.

Since introductory algebra is widely regarded as a gateway to most advanced math and science courses, taking it in eighth grade is a significant step toward later academic success. And while the percentage of eighth-grade algebra students rated proficient or advanced has remained more or less constant, the number with high scores has increased from 51,000 to 90,000.

What seems probable now is that if the education department had ever thought of substituting its proposed semi-algebra test for the full dose of Algebra I, thus undermining the Algebra I goal, that's no longer the plan.

But that still leaves the job of creating a reliable test for eighth-graders not ready for algebra. Worse, it leaves an embarrassing anomaly in the state's math program and a lot of uncertain educational policymaking.

As to the anomaly: Although the goal is to have every student proficient in introductory algebra, preferably by eighth grade, the math portion of California's high school exit exam is based on a mixture of algebra and sixth- and seventh-grade math.

Students can pass it and graduate without knowing any algebra.

As to the uncertain policymaking: Americans have always been ambivalent about the balance between tough meritocratic standards, democratic equity and perpetual second chances. Add a lot of political meddling and special agendas, and almost any program – no matter how good – is in jeopardy.

California's inadequate school funding, its legislative politics and the weakening of requirements in other states to raise "proficiency" levels provide good reason for nervousness. Given everything that needs fixing, the wisest thing for the board to do in July is ask for a new plan. The feds, who are said to be breathing down California's neck for clarity, will wait.

About the writer:

• Reach Peter Schrag at P.O. Box 15779, Sacramento, CA 95852-0779.