Saturday, April 28, 2001

Algebra exam a formula for trouble ahead

AUSTIN - Texas Education Agency officials are quick to point out that 89 percent of high school sophomores passed the math section of the Texas Assessment of Academic Skills exam. That is a 3 percent increase from last year, which is encouraging news.
   But results of another test - the Algebra I end-of-course exam - are more telling about the future passing rates for students. Those results show just 38 percent of students passing the Algebra exam last fall. This could signal trouble ahead for students who want a high school diploma. Among ethnic groups, 55 percent of Anglos, 30 percent of Hispanics and 28 percent of blacks passed the algebra exam.
   Alarming results
   ''Students and school officials would do well to pay attention to the passing rates on these end-of-course exams,'' warned Texas Education Commissioner Jim Nelson. ''These scores give an indication of how students may fare on the new exit-level test.'' Nelson said the passing rates on the Algebra exam ''continue to be alarming.''
   End-of-course exams measure the statewide curriculum of certain high school courses, including Algebra I, Biology, English II, and U.S. History, to ensure that schools are meeting academic standards. Most school districts don't use results to compute students' grade or to promote them.
   But beginning in the 2002-2003 school year, state law requires the new 11th grade TAAS exit-level exam to include algebra, geometry, biology, chemistry and physics. The Class of 2005, today's eighth graders, will be the first students required to pass the tougher exam to get a diploma.
   State law requires students in Texas to pass their courses and all sections of the TAAS in order to receive a high school diploma. More than 5,800 students in the Class of 2001 have not passed all parts of the current TAAS exam. And this is without the algebra requirement.
   There's nothing wrong with requiring students to learn algebra and other subjects before they receive a diploma. But there is something seriously wrong with tougher graduation requirements if the schools and students don't have the tools to succeed.
   A main problem facing schools is a lack of certified math teachers - and this is crucial when you require students to pass an exam that includes algebra and geometry. Gov. Rick Perry has proposed funding Math Academies to prepare teachers on the best way to teach the subject. In addition, a Master Math Teacher program would pay a $5,000 annual stipend to those who receive expert certification.
   It's a shame that such a program is needed, but there aren't enough college students graduating with the skills and desire to teach math. College grads with math skills often opt for more lucrative careers.
   Perry's proposal would focus on students in grades five through eight and provide an intensive summer and after-school programs for students in danger of falling behind. The Senate has passed Perry's initiative and it awaits action by the House.
   All-out effort
   ''We've tried incremental attempts to improve algebra instruction and learning through a variety of ways,'' said Nelson, the state's education commissioner. ''Now, I believe it is time for an all-out effort to improve algebra instruction and comprehension.''
   The state should offer programs to assist students, but mastering Algebra also takes dedicated teachers, students and parents working together.
   I spent many hours with my algebra teacher when I was in the ninth grade. I finally got it, sort of. But it took a lot of work and extra hours before and after school, and I was fortunate that I had parents who encouraged me and a teacher who didn't give up on me.
   For many students in Texas, learning algebra will require spending time with a teacher or tutor. But, in the end, it will be worth it because understanding algebra is one of life's major accomplishments.
  
  

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Ty Meighan is chief of the Scripps Howard Austin Bureau. You can reach him by phone at (512) 334-6640 or by email at meighant@scripps.com.

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