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Equity-driven Education: Rethinking Algebra and Advanced Math Requirements in American Secondary Schools – My MBA Career



Last Updated on July 24, 2023 by Robert C. Hoopes

Title: Controversy Surrounds Banning of Algebra Courses in Schools

In recent years, a contentious debate has emerged regarding the presence of accelerated math courses, particularly algebra, in middle and high schools. Progressives have been at the forefront of this battle, advocating for the removal of algebra courses in an effort to address the disparities in math achievement among different racial groups. However, critics argue that this move could hinder advanced students and limit their opportunities for pursuing advanced math classes in the future.

San Francisco and Cambridge, Massachusetts have notably taken the step to ban Algebra I in public middle schools, while California recently implemented a new math policy that makes algebra in the 8th grade optional. The rationale behind these measures is to promote equity in education and bridge the achievement gap. Proponents believe that eliminating algebra at such early stages will provide struggling students with an opportunity to catch up and feel more confident in their math skills.

Noah Smith, an economics writer, challenges the idea of delaying the teaching of algebra, labeling it as a withdrawal of resources from public education. He argues that instead of restricting access to advanced math, schools should focus on providing additional support and resources to students who may be falling behind. Smith highlights that banning algebra could ultimately hinder advanced students’ path to taking more challenging courses like calculus and other advanced math classes in high school.

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On the other hand, Dallas, Texas has implemented a different strategy to promote diversity in advanced math classes. By enforcing a policy that places all students into honors math classes, Dallas has witnessed a drastic increase in diversity within these courses. This approach aims to ensure that all students have equal opportunities to excel in mathematics, regardless of their racial or socio-economic backgrounds.

The debate has also sparked discussions about incorporating social justice into math education. The California math framework, for instance, emphasizes teaching math for equity and engagement, while highlighting the contributions of historically marginalized individuals to mathematics. Critics argue that while equity is crucial, it should be understood as equal opportunity rather than equal outcomes. Removing algebra from middle schools is perceived by some as an overreach and a questionable action in the pursuit of fairness.

As this debate continues, educators, policymakers, and parents are grappling with the best approach to address disparities in math achievement while ensuring that all students receive a quality education. Balancing the needs of struggling students with the aspirations of advanced learners remains a challenge as schools strive for a more equitable math curriculum.

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Dina J. Miller is an accomplished writer and editor with a passion for business and education. With over a decade of experience in the industry, she has established herself as a leading voice in the MBA community. Her work can be found in a variety of MBA magazines and college publications, where she provides insightful commentary on current trends and issues in the field. Dina's expertise in business and education stems from her extensive academic background. She holds a Master's degree in Business Administration from a top-tier business school, where she excelled in her studies and developed a deep understanding of the complexities of the business world. Her academic achievements have been recognized with numerous awards and honors, including induction into several prestigious academic societies.

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