A r c h i v e d  I n f o r m a t i o n

Priority Two:
Mastering Challenging Mathematics, Including the Foundations of Algebra and Geometry, by the End of Eighth Grade 11

Nearly 40 percent of U.S. eighth graders are not achieving at the "basic" math level as measured by NAEP, and 76 percent are not achieving at the "proficient" level.⁽⁹⁾ According to the recently released Third International Math and Science Study (TIMSS), 55 percent of U.S. 8th graders score below the international average in math. TIMSS also suggests why, showing how the U.S. expects far less knowledge and understanding from its students than other nations do from theirs. TIMSS found that topics taught in U.S. eighth grade math classes are at a seventh-grade level, by average international standards. As a result, only 20 percent of our young people are taking algebra by the end of the eighth grade. Yet, in much of the rest of the industrialized world, including Japan, 100 percent of all eighth graders have taken or are taking algebra. Second, our method of instruction differs from the teaching methods in high-performing nations. We generally demand that our students learn how to do mathematical operations mechanically rather than understand and be able to discuss mathematical concepts.⁽¹⁰⁾ We know, however, these shortcomings can be addressed because our students, on average, start the middle grades above average in both math and science achievement compared with their international counterparts.⁽¹¹⁾

U.S. employers have been clear that competency in mathematics, including qualitative and problem-solving skills, is a prerequisite for participation in the current job market. The National Coalition for Advanced Manufacturing, for example, included 25 specific math and measurement standards in its definition for what a competent worker should know and be able to do. A number of top corporations, such as MCI, are spending millions annually to retrain workers who lack basic math and reading skills.

There is strong evidence, moreover, that students throughout the United States can achieve far higher levels in math in the eighth grade if they have the opportunity to do so. The Equity 2000 program provides an example. This program, implemented in a number of school districts across the country, enrolls far more eighth and ninth graders in algebra and tenth graders in geometry and in higher math courses than have been enrolled in the past. Both the enrollment in these critical high school mathematics courses, as well as the numbers of students passing them, have dramatically increased. Another example of the power of high standards is the University of Chicago School Mathematics Projects (UCSMP) which focuses on raising expectations and upgrading the mathematics experience of the average student. For example, the UCSMP's Everyday Mathematics curriculum for elementary students encourages teachers and students systematically to investigate the basics of data gathering and analysis, probability, geometry, and algebra, and to use estimation and other problem-solving skills. Evaluations show that elementary school students using these materials do as well at computation as other students, but are more adept at applying skills to solve problems. Expanding the opportunities for all children to master challenging math is at the center of priority two.

Strategy for Supporting Priority Two

Step 1: Providing the Opportunity to Master More Rigorous Mathematics

1. Build public understanding of and support for challenging mathematics. To accomplish this, the Department will need to: provide examples of what rigorous eighth grade mathematics looks like; help parents and their children understand that students who do not pursue rigorous mathematics in middle school will be closing doorways to college and careers; show a clear link between mathematics achievement and the world of the future; and demonstrate that American students can be expected to perform better in mathematics by pointing to the mastery of students in other nations and to effective efforts to boost the mathematics proficiency of low-income and minority students in this country. The above-average performance of America's fourth graders in math and science internationally provides both a solid base to achieve more in the middle grades and an example of how our large, diverse country can make further progress if we maintain our focus on high standards and better teaching and learning for all children.

2. Reinforce the efforts of parents, educators, business groups, and mathematics groups to help students achieve in mathematics. Groups like the National Council of Teachers in Mathematics (NCTM) and the nation's engineers are already mobilizing their members to help increase student achievement. For example, they are engaging students to solve multi-step problems similar to those faced by workers of industry, training students to work independently and cooperatively, as adults do, and helping students discover multiple solutions to solving problems.

3. Support teachers' efforts to improve instruction. A high percentage of new K-8 mathematics teachers enter teaching with only six to nine credit hours of college mathematics preparation, and those courses they have taken often do not teach the content they will be asked to teach in elementary or middle school classrooms.⁽¹²⁾ The Department is working with colleges, universities, states and organizations, such as the National Science Foundation and the National Council of Teachers in Mathematics, to help equip future math teachers with the content knowledge and the pedagogy needed to teach challenging mathematics more effectively. Specific strategies may include various forms of professional development for future fifth- through eighth-grade math teachers which focus on the content they will be teaching and good pedagogy; incentives for respected college math departments to devote more energy and resources to preparing future elementary and middle school math teachers; and networks around mathematics to help current K-8 teachers augment their content knowledge. Programs funded under Eisenhower Professional Development, Title I, the Eisenhower Regional Consortia, and the Higher Education Act (Title V) can aid this effort.

4. Work with the National Science Foundation and other agencies on an interagency task force. This task force will review all relevant federal programs that can contribute to the mathematical success of every child. During the summer of 1997, the task force will present specific recommendations in such areas as professional development, use of technology, curriculum, and the engagement of students and the general public in learning to higher standards in mathematics.

5. Upgrade curriculum in schools. A generation of curriculum materials aligned with the tougher standards developed by the National Council of Teachers of Mathematics is just becoming available. Schools need good information about existing materials and how to select among them, and to identify areas where more materials are needed. To support schools in their efforts, the Department is developing a TIMSS Resource Kit that it will disseminate to states, districts and schools in July. The National Science Foundation is developing a guide on how to choose K-8 instructional materials in mathematics. Moreover, the Department will develop a guide to exemplary and promising mathematics curricula and programs, based on the specific recommendations of an expert panel convened by the Office of Education Research and Improvement.

Step 2: New Voluntary National Test of Eighth Grade Mathematics

Your comments on this document are invited, please send them to 7priorities@ed.gov.

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