Statewide testing data show that the proportion of California 8th graders taking Algebra I increased between 2003 and 2010, from 32% to 57%. A closer look at these data provides context for considering the benefits and the unintended consequences of California's emphasis on Algebra I in grade 8 . (February 2011). 

On the positive side of the ledger, earlier placement in Algebra I has served a large number of 8th graders well, including groups of students who previously had limited access to the course. 

• The proportion of 8th graders taking the course who scored proficient or higher on the Algebra I California Standards Test (CST) increased from 39% in 2003 to 46% in 2010. (See Figure A below.)
• Nearly four-and-a-half times as many economically disadvantaged 8th graders scored proficient or higher on the test in 2010 as in 2003. (See Figure B below.)
• In addition, three times as many African American 8th graders and more than four-and-a-half times as many Hispanic/Latino 8th graders scored proficient or higher on the Algebra I CST in 2010 as in 2003.

However, the same testing data show that many 8th graders appear to struggle in the course.

• Fully 29% of 8th graders who took the Algebra I CST in 2010—nearly 80,000 California students—scored below basic or far below basic. (See Figure A below.) Of these students, nearly 51,000 were Hispanic and more than 8,000 were African American (representing 46% of African American 8th graders taking the test).
• More economically disadvantaged 8th graders scored below basic or far below basic on the Algebra I CST in 2010 than took the test at all in 2003. (See Figure B below.)

A: Participation and achievement on the Algebra I CST among all
California 8th graders, 2003 versus 2010

 

 

 

 

B: Participation and achievement on the Algebra I CST among
economically disadvantaged California 8th graders, 2003 versus 2010

Note: The counts of 8th graders shown for each performance level are estimates. These were calculated for 2003 and 2010 by multiplying the state-reported portion of grade 8 Algebra I CST-takers who scored at a given performance level by the state-reported number of 8th graders who were tested on the Algebra I CST. The total number shown at the top of each bar is the sum of these estimates.

Because state-reported percentages for each performance level do not always sum exactly to 100%, our estimated totals do not always match the state-reported number of 8th graders tested. At the time these data were accessed, the corresponding state-reported numbers of 8th graders tested on the Algebra I CST were: for all 8th graders, 151,714 (2003) and 274,431 (2010); and for economically disadvantaged 8th graders, 53,320 (2003) and 148,351 (2010).

Data: California Department of Education (CDE), Standardized Testing and Reporting (STAR), Accessed 12/10

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