On July 9th a decision was made by the California Board of Education to begin Algebra testing on all 8th grade students. One of its proponents, Russlynn Ali of the Education Trust-West implored the State Board of Education to follow the Governor’s recommendation, and enter into a compliance agreement that does away with General Mathematics as a grade level assessment in favor of Algebra Readiness and ensure Algebra I for all over time.
“California has a rich history of trend-setting. Today we continue to lead the nation as an example of what it means to set the bar high and truly push for rigor and educational excellence.
Russlynn Ali – edtrustwest.org
Sadly, the trend is following an all too familiar path for Californian’s. Our state is well on its way towards replicating former education Superintendent Bill Honig’s disastrous policies on a new generation of California students.
The following chart paints a bleak picture where since 1997, over a quarter million LAUSD students had never made it to their Senior year, largely due in recent years to the states “one size must fit all” requirement for a diploma. I can only imagine what the numbers are throughout the state.
TREND SETTING

Maybe after the testing begins, the Board of Education, the Governor and the Superintendent of Schools and the state legislature will get the picture that there should be several paths to a diploma. Not all students have the inclination or even the aptitude to become proficient in Algebra. The states insistence on the algebra requirement and now pressing even younger kids to learn it will create even greater dropout rates in high school than we are seeing today.
This stubbornness on the part of the state legislature and the California Department of Education reminds me of the Whole Language boondoggle during Honig’s tenure that led to a decades worth of illiteracy in California. A problem that cost billions of dollars and millions of hours to try to correct.
Today, we are in a similar situation having to spend an inordinate amount of time, money, and resources to teach and mostly intervene on one particular subset of math and then denying students a diploma it they don’t get it.
In the late 80′s and 90′s we denied students literacy and a diploma because of an ill-advised reading curriculum, now we are denying students a diploma because of an ill-advised math achievement threshold.
One writer commented on westchesterparents.org:
“I was educated in a high school environment in which students were assigned into one of three tracks. Inclusion was assigned based on elementary school achievements, a pre high school test and parent/school involvement. For example:
- TRACK 1 – College Bound
- 4 years of Latin
- 3-4 years of Math including Algebra, Geometry, Trigonometry and Calculus
- TRACK 2 – College Bound
- 4 years of Spanish or French
- 2 years of Math, including Algebra and Geometry
- TRACK 3 – Business
- 1 year of Language Skills
- 1 year of General Math
General classes, such as History, mixed students from the 3 tracks together. While I am not suggesting that every college bound student be given 4 years of Latin, I do suggest that students be given classes in which they can hope to succeed.”
“Students being given classes in which they can hope to succeed…”
I couldn’t have articulated it better myself. How many of today’s students do succeed in general math and could otherwise earn a diploma if California’s vanity didn’t stand in the way? The Education Trust-West news release typifies this misplaced sense of vanity that places trend-setting over success.
Posted on July 14th, 2008 by westchester dad
Tags: GENERAL, OUR SCHOOLS
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