Narrative Essay

Every Students First High School Math Class Algebra I

Really?
Sherri StGermain
University of St. Thomas

Educational Research and Scholarly Writing

COUN 6326
Patrick Huff, Ph.D.
February 7, 2015

Narrative Essay

I want to explore the effects of forcing all students to take Algebra I as freshmen. The
effects on the curriculum itself, the students self-esteem and the expectations of the educational
system will be discussed. I know from teaching Algebra I, Geometry and Algebra II since 1984,
in Texas, that the curriculum has changed dramatically. More material was covered in Algebra I
15 years ago than is covered in Algebra II today. The State of Texas has removed all of the
introductory level courses and has had to lower the amount of material covered to compensate
for all ability levels of students in the Algebra I classroom.
First, forcing everyone to take Algebra I as a freshman became mandatory in Texas, in
2009. The changes in mathematics courses started in the late 1990s. Schools were still allowed
to offer two-year Algebra I courses or block scheduling of Algebra I, so students had twice as
much instructional time. Prior to the late 1990s, students had choices of Consumer
Mathematics, Pre-Algebra and Informal Geometry along with the standard Algebra I, Geometry,
Algebra II track. The amount of math credits has also increased. Instead of two years of math,
three or four are required, depending on the type of diploma being earned. I have taught high
school math through all of these changes. I certainly see the need for students to take more math
classes. Higher mathematical understanding leads to higher college graduation rates (Wilder,
2013). My objection to our current system is that not every student is ready for Algebra I. All
students do not magically acquire the necessary math skills when they graduate from eighth
grade. Many students are one to four, or more, years behind in their math and reading skills. I
have students every day that tell me they have never understood math and now they are placed in
Algebra I. If a student is working at their level, then he or she does not qualify for special
education. So here sit these students who are completely frustrated and have given up on math,
and sometimes given up on school altogether. There are students in my classes who cannot add

Narrative Essay

without a calculator, much less factor a trinomial, which involves determining which two
numbers add to a certain sum that also multiply to a certain product. How on earth are these
students supposed to accomplish that?
What has happened over the years to accommodate teaching Algebra to all students has
been only somewhat beneficial and has entailed a large amount of standards lowering. Several
techniques for teaching different topics in Algebra I have been developed by teachers that have
really improved teaching methods. Teachers of higher level math courses, however, complained
that the new methods slowed the students down. The watering down of the curriculum is what
really bothers me. As I stated earlier, current Algebra II curriculum is what used to be Algebra I
curriculum. The wording of the objectives is so non-specific that most people do not see the
changes that have taken place. Our TEKS, Texas Essential Knowledge and Skills, sound very
rigorous. Students do have to perform all skills from situational word problems, which is more
rigorous, but the content covered is drastically less than 15 years ago. The same is true of
Geometry. The material currently covered in Geometry is what I used to cover in Informal
Geometry. The content covered in Geometry Pre-AP is what I used to cover in on-level
Geometry. I feel as though we are either just fooling ourselves or that we are involved in a grand
scheme to fool the public.
Watering down the curriculum and forcing all students into a college prep track of
courses is harmful to everyone. The students who need remedial classes are not getting them and
are becoming discouraged. Drop-out rates are going up, (Cortes, 2013). Parents and the public
think students are getting more rigorous instruction. School districts are jumping through hoops
to meet ridiculous standards set by the state and the federal government. Administrators are
getting pressure from their directors. Teachers are working themselves crazy trying to get

Narrative Essay

everything done. We are only human and can only do so much, but pretending to be successful is
wrong. Students are the biggest losers in all of this. Lower level students do not get the help
they need. Higher level students are not being challenged until they reach the college-credit
courses, where they are expected to already be at a higher level. Many feel like they have hit a
brick wall. Students come back to me at the beginning of their senior year saying, Math isnt
fun anymore, because they have entered the college level courses that cannot be watered down.
I do not profess to know the solution, but our current strategies are not working.

Narrative Essay

References

Harwell, M., Dupuis, D., Post, T. R. 1., Medhanie, A., & LeBeau, B. (2014). A multisite study of
high school mathematics curricula and the impact of taking a developmental mathematics
course in college. Educational Research Quarterly, 37(3), 3-22. Retrieved from
http://ezproxy.stthom.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eue&AN=99990263&site=ehost-live
Wilder, S., dsandra@uakron.edu. (2013). Algebra: The key to student success, or just another
hurdle? Ohio Journal of School Mathematics, (67), 48-56. Retrieved from
http://ezproxy.stthom.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eue&AN=99990263&site=ehost-live