Diving into the complexities of algebra

In the autumn of 2019, four high schools in a San Francisco Bay Area district made significant changes to their ninth-grade math classes. Traditionally, students were divided into more than five math courses based on their achievement level, ranging from remedial to very advanced. The district decided to conduct an experiment by combining the bottom three levels into one class. Half of the students in those levels were randomly assigned to this mixed-level class, while the other half remained in their traditional tracks for comparison.

The experiment was risky as it meant students in the lowest level skipped remedial math and jumped straight into learning algebra alongside their peers. This also meant that average students were learning alongside those who had weaker foundational math skills. The goal was to provide students with low test scores in earlier grades a better opportunity to progress to advanced math courses and eventually college. The results of the experiment, published in October 2024, showed promising outcomes.

Half of the remedial students in the mixed class passed the ninth-grade algebra course and moved on to geometry with their classmates. The other half had to retake algebra in 10th grade, but their test scores in 11th grade were higher compared to similar students who had learned math in separate remedial classrooms in ninth grade. The improvement in math achievement for remedial students who had taken ninth-grade algebra was equivalent to an extra year’s worth of math.

Average students in the mixed-level class did not appear to be negatively impacted. Their test scores in 11th grade were comparable to those who had learned algebra separately. However, there was no increase in test scores for higher-achieving students in the experiment. The researchers noted that there may be a threshold where the concentration of low-level students in a classroom could negatively affect their peers.

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For students who fell just below the cutoff for placement in Algebra 1, the results were more ambiguous. While they were less likely to pass geometry in 10th grade due to reduced instructional time, they did not seem to be worse off in 11th grade. The researchers suggested that providing more instructional time could enhance the effectiveness of the mixed-level approach.

The experiment took place in the Sequoia Union High School District, which serves a diverse student population. The district includes students from both wealthy and low-income neighborhoods, with a significant portion qualifying for federal subsidized lunch programs and a sizable English learner population.

The success of the experiment could be attributed to various factors, such as potential misplacement of remedial students based on middle school math scores and changes in teaching methods in the mixed-level classes. Teachers in the district were trained to provide the same math problems to all students, emphasizing open-ended word problems that challenged both weaker and stronger students.

Classroom discussions and problem-solving activities were central to the teaching approach, allowing students to engage in analytical thinking and peer collaboration. The curriculum was streamlined to focus on key concepts, with teachers incorporating brief reviews of middle school math topics as needed.

As a result of the experiment, remedial math has been eliminated in the district’s main high schools, and almost all students are now enrolled in ninth-grade algebra or more advanced classes. While this change does not solve all issues related to math achievement disparities, it has shown potential in helping struggling students progress. This shift is particularly relevant in the aftermath of the pandemic, where many students are facing challenges in catching up with their math skills.

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