Eight Grade Algebra Gives Students an Important College/Career STEM* Start
“Entire Bronx Success Academy class aces statewide math exam”: https://nypost.com/2019/07/01/entire-bronx-success-academy-class-aces-statewide-math-exam/
Deng Xiaoping the former architect of China’s present ‘market-economic’ system once said: “It doesn’t matter if a cat is black or white so long as it catches mice.” And so I am not engaging in the traditional vs. charter school battle here. For sure, I am extremely happy for these young people and their teacher. My focus is on something that many of us have been saying for many years. (I talk about this in my book) And that is the advantage that many students have in this nation over less-advantaged (but equally capable) students when they enter high school; and this is because the advantaged children have taken a high school level Algebra 1 course in the 8th grade. The first advantage is that these students are able to take Algebra 1 under very favorable and less-stressful middle school conditions (1) Adults don’t realize this, and most 9th grade students don’t articulate it, but transitioning into a high school setting creates various levels of stress for most students (e.g. new teachers, less ‘nurturing’ environment, the school’s size, they move from ‘top to bottom dog’, etc.).(2) Offering Algebra 1 in the 8th grade means that this course could be offered in an extended format (e.g. double periods, after-school, weekends, etc.) and a ‘comfortably familiar’ place, without competing with a full-program of ‘tough’ high school courses. In fact, we proved at the Science Skills Center pre-high school after-school program, that even earlier then 8th grade students, who are not facing extremely challenging courses in their regular school can focus large amounts of their intellectual powers (and do well) on a high school course and standardized exam for which they have been prepared. And on that note, (3) As was the case with Ms.Karina Mateo the Algebra 1 teacher for this great class, it is very easy to convince pre-high school students to take on the course as a mission of self-empowerment; especially when it is hinted that “people” don’t expect them to succeed. They very much want the ‘bragging rights’ to say to every high school kid they know and the entire world: “I conquered a high school course!” They will approach the mastery of the content material as if it was a personal and group challenge. (4) An additional important benefit is that these 8th grade Algebra-1 high achieving students are perfectly on track to take a regular high school or AP calculus course. This will then place them in an excellent position to not only do well in high school physics, but to also be prepared to hold their own in any post-high school college STEM major course.
We have known for many years that Algebra-1 is the ‘great gate-keeper’ either into or away from a STEM college career. But the ‘gate’ shuts early and often for some students. The problem is that students cannot take, let alone do well in Algebra-1 if they don’t receive a first-rate pre-Algebra arithmetic experience. And in my view the ‘planned’ real segregation of thousands of very capable Black and Latino students from access to a quality pre-Algebra mathematics experience (especially when it is offered in a gifted and talented program), is the real and explicit “bias” and ‘racism’ that should be addressed and eradicated by the NYCDOE.
The only hope for these children is if the Black and Latino communities focus, organize, agitate, and force their leaders to act as if they were not rhetorically hypnotized into only wanting a few specialized high schools symbolic integration seats for a few kids of color; but instead demand the removal of the real (and not meaningless ‘made-for-dramatic-effect’) discrimination barriers that prevent Black and Latino children from receiving a first-class K-8 mathematics education. We know the NYC mayor can quote Che Guevara, now let’s see if we can get him to follow the words of Jaime (Stand and Deliver) Escalante!
“If we expect kids to be losers they will be losers; if we expect them to be winners they will be winners. They rise, or fall, to the level of the expectations of those around them, especially their parents and their teachers.”— Jaime Escalante
Michael A. Johnson has served as a NYC public school teacher, principal, school district superintendent and as an adjunct professor of education at St. John’s University. His book on school leadership is titled: “Report to the Principal’s Office: Tools for Building Successful High School Administrative Leadership.” [http://reporttotheprincipalsoffice.net/]
*STEM: Science, Technology, Engineering and Mathematics