Math is a gatekeeper to higher education
By:
CSBA President Josephine 'Jo' Lucey
Published: May 1, 2014
School boards and districts are facing two major decisions regarding math curriculum this year—whether to adopt (1) an integrated or traditional sequence, and (2) an accelerated or regular sequence—and they have an obligation to carefully weigh the pros and cons of each decision.
Math is a gatekeeper. The highest math class a high school senior takes has a major influence on both college acceptance and college choice. Senior level math courses determine whether a student is on track for community college, state school, or the University of California system and serve as the gateway into the science, engineering and medical professions.
Of course, not every student wants to be a research scientist, the founder of the next engineering startup, or a physician, but the decisions we make as board members will determine whether or not they even have that opportunity. Boards have an obligation to ensure that students in all communities have an equal shot at the spectrum of higher education.
I’m beginning to realize that whether a board adopts an integrated or traditional math sequence isn’t the real crux of the issue, at least for students who complete their math sequence within the same district. But, by not offering an accelerated path for those students who are capable, districts reduce these students’ higher education options. Yes, it’s easier for a district to have fewer offerings and it’s simpler to slow down the introduction of math content, but it’s not the right thing for all students.
The traditional common core sequence results in math analysis or pre-calculus as the highest level class for a senior in high school (algebra, geometry, algebra II, math analysis/pre-calculus). Calculus, a defacto requirement for entry into most engineering and science programs in the UC’s, is unattainable unless students take summer courses, double up on math classes during their four years in high school, or take algebra in eighth grade.
The integrated course sequence (integrated I, II, III) covers the same standards as the traditional aforementioned sequence and, just like the traditional sequence, prepares students to take math analysis/pre-calculus in their senior year. Calculus is only attainable for students who are able to take integrated math I as an accelerated course in grade 8 or for students who begin the integrated math course sequence at grade 9 and then take Integrated Math “plus” standards through an additional period in the school day.
For students that transfer from district to district the issue is more complicated. What will happen if a student transfers from a district with an integrated math curriculum to a one with a traditional system (or vice versa)? Does the student lose a year? Repeat partial content? Furthermore, districts that are not unified will need to ensure that there is an articulated math program among the elementary and high school districts.
The success of common core will be determined, in part, by the decisions we as board members make regarding the options we offer to our students. Regardless of where you stood on the issue of mandated algebra in the 8th grade, the statewide conversation that ensued after that decision pushed boards, districts, and communities, toward meaningful conversations regarding the percentage of students of color and students in poverty that were able to successfully complete a rigorous algebra course. As a result, we were making progress in closing the math achievement gap, particularly with respect to Latino students.
With the adoption of a new math curricula before us, boards again will need to ask the right questions to ensure that all the doors of opportunity to higher education are open to all the students in their districts.