As a secondary math and science educator, I know you share my passion for helping students 1) love math and 2) love it so much that they want to continue upper-level math and STEM courses. Middle school mathematics is extremely important because it’s the math that adults use daily: working with fractions, decimals, rates, spreadsheets (e.g., statistics), banking/interest/mortgages, spatial reasoning (e.g., house design, carpentry), and communication through problem solving. These are the same skills that build the foundation for high school math courses, including Calculus.
Short-changing middle school math concepts will have ramifications in later years that are difficult to see unless we look at the data. Lately, states and school districts have been pushing to mandate 8th Grade Algebra for all students. This is a short-sighted decision, requiring short-changing middle school grade-level math courses. Longitudinal studies show that inappropriately accelerating students actually has the opposite effect of encouraging them to continue with math. While some students might be ready for this acceleration, most middle school students would be better served by staying the course of grade-level math. Acceleration to Algebra 1 in 8th grade is best reserved for those who meet the criteria, rather than all students.
The math landscape has changed dramatically, and returning to the past practices of “8th Grade Algebra for all” can be harmful to students for a variety of reasons:
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Increased Rigorous Standards: The college- and career-ready standards have become more rigorous over the last few decades. Current 8th Grade standards already include Algebra 1 topics, such as slope and systems of equations, so accelerating beyond the grade level to Algebra 1 is actually a form of “double acceleration.”
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Compromised Grades K–8 Foundation: Acceleration in middle school usually means skipping essential standards or compressing courses, leaving students less time to understand fundamental concepts. This creates gaps in the Grades K–8 mathematics foundation required for high school courses. School districts must ensure that all students receive solid Grades K–8 standards.
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Risk of Disengagement: Students placed in courses for which they are not adequately prepared may struggle to understand the material, leading to frustration and a potential dislike for mathematics.
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Long-Term Academic Impact: Longitudinal data shows that improperly accelerated middle school students often do not remain on the advanced path in high school. Most end up having to repeat lower-level courses, do not take four years of math in high school, and do not go on to higher math in college.
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Psychological Pressure: Imposing extra pressure on 11- and 12-year-olds is not the best way to create future Calculus students. In addition to middle school acceleration options, a terrific route for high schools is to offer options for students to explore and deepen their understanding of mathematics after they have a solid Grades K–8 foundation.
Best Practices for Appropriate Course Placement
There is nothing honorable about being in Honors courses, resulting in a dislike for mathematics or a dead-end in upper-level classes. We want students to enjoy, do well, and pursue further studies in math. Families and students should opt for regular, grade-level courses to ensure a solid foundation.
Our mathematical guidance whitepaper, Rethinking Middle School Math Acceleration, provides concrete steps states and districts can take to rethink practices and ensure all students are in the appropriate middle school math courses. Here are a few key ideas:
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AP Courses in High School: Offer two AP courses that are attainable without middle school acceleration—AP Statistics and AP Precalculus.
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High School Doubling-Up Options: To reach AP Calculus, offer opportunities for high school students to take an extra math course as an elective. This approach allows for progress toward Calculus without compromising the Grades K–8 foundation and gives students the agency to make this choice. Also, investigate the route by the AP College Board that does not require Precalculus.
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Attainable Middle School Pathways: Create achievable pathways that maintain the coherence of Grades K–8 learning in middle school. These compacted courses will be dense, requiring students to complete two consecutive years of intensive study. Regular courses should follow closely behind so students won’t miss any standards if they transition.
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Multi-Criteria Identification: Use multiple criterion-referenced data points from an assessment tool to correctly identify students likely to meet the demands of densely compacted courses.
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Course “Brakes” for Proficiency Checks: For those compacted courses, implement "brakes" by checking for student proficiency at three-week intervals. If students are struggling, it’s okay, and even encouraged, for them to move to a non-compacted course. This is why closely aligned paths—as mentioned in number 2—are crucial.
Preparing Students for Success
Algebra 1 is the most failed course in high school, yet research shows when students are not prepared for it the first time, they often don’t pass when they repeat it. To avoid this, we must ensure that students are well prepared for Algebra 1 from the start. The timing of when they take it—thoughtfully considering this and ensuring a solid foundation—is paramount. A strategic approach, rather than a one-size-fits-all mandate, will benefit students' long-term success in mathematics and beyond, hopefully leading to a love of math.
Want to hear more from Liz? Listen to her episode of the Extraordinary Educators™ Podcast.
