ERIC Number: ED538245
Record Type: Non-Journal
Publication Date: 2009-Mar-31
Reference Count: N/A
Algebra for All. Research Brief
Education Partnerships, Inc.
The call for "algebra for all" is not a recent phenomenon. Concerns about the inadequacy of math (and science) preparation in America's high schools have been a steady drumbeat since the 1957 launch of Sputnik; a call for raising standards and the number of math (and science) courses required for graduation has been a part of countless national reports on the status of U.S. education. "No Child Left Behind" can be seen as "a continuation of efforts over the past 40 years by educational policymakers and practitioners to raise standards in mathematics and science." Arguments in support of requiring genuine mathematical literacy for all, including the study of algebra, have been made from both a social justice and an economic perspective. Despite fears that increasing math requirements will penalize poor or minority students, or increase dropout rates, there is evidence to the contrary. The Education Commission of the States (2008) cautions governors that increasing graduation requirements, and requiring that all students have access to challenging mathematics (and science) curricula is only one step in a systemic process for improvement. A list of references and online resources is included.
Descriptors: Graduation Requirements, Social Justice, Minority Group Students, Algebra, Federal Legislation, Mathematics Instruction, Educational Legislation, Equal Education, Academic Standards, Educational Trends, High School Graduates, State Standards, Mathematics Achievement
Education Partnerships, Inc. Web site: http://www.educationpartnerships.org
Publication Type: Reports - Research
Education Level: High Schools
Authoring Institution: Education Partnerships, Inc. (EPI)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001