The same philosophy that guides our distribution requirements - that higher math should be available for everyone, but not mandatory - should underlie national standards. This system promises students with aptitude and interest in math the opportunity to develop their talent without forcing others to learn skills they'll never use. The current national trend toward mandatory advanced math - algebra for all middle schoolers and calculus for every high school or college student - is a one-size-fits-all solution that does not guarantee improvements in average mathematical aptitude.
Reforms in math education should have two goals: to give students who excel in math access to advanced instruction, and to ensure that others have a solid foundation in the basics. Neither goal is served when students are forced to take classes that they might not be ready for.
It's understandable that some think that mandatory advanced math is a good idea. Job growth in math-related fields like science and engineering is outpacing overall job growth three to one, and making sure that every student has taken higher math seems like a good way to guarantee students have jobs and that these jobs are filled. No doubt thinking along these lines, California Gov. Arnold Schwarzenegger recently announced that by 2011, all California students will have to complete algebra by eighth grade. It would be wonderful if it worked: A solid understanding of algebra provides an essential foundation for further math and science study.
Recent studies, however, suggest that this sort of policy will not succeed. In September, the Brookings Institution reported that of the eighth graders who scored in the lowest 10th on a national math exam, almost 30 percent were enrolled in algebra I, geometry or even algebra II. Even though these students were placed in upper-level math classes, they could only do math at a second-grade level.
Nationwide, there's little correlation between enrollment in advanced math and actual math ability. The District of Columbia is a leader in algebra enrollment, but its students finished dead last on the math exam. On the other hand, Vermont and North Dakota have relatively low enrollment in advanced math, yet their students were near the top. With this evidence in mind, it's clear that the challenge facing California and the nation is greater than simply increasing enrollment in advanced classes.
There's no doubt that nationwide math education must improve. In 2003, a study revealed that American eighth graders trail their counterparts in developed parts of Asia, as well as parts of Europe. But rather than mandate universal advanced math, the United States should work toward closing the gap between the country's underperforming schools and its best schools. This will ultimately lead to more students finding their talent in math, even if advanced math isn't mandatory.
Due to the great inequality between American high schools, often along socioeconomic lines, many students in inner cities fall years behind their suburban counterparts in math. Students from high schools like Thomas Jefferson High School for Science and Technology in Virginia or Stuyvesant High School in New York would likely compare well with international competition. The problem is that these schools are few and far between, and most students do not have the opportunity to attend them.
Steps should be taken to close this gap. Funding for math education should be increased, and this money should be used for research on instructional methods and to attract better teachers. Mandating that all math teachers from middle school on have degrees in math or math instruction would go a long way toward improving math education for students in underperforming schools.
These measures would help fulfill both goals of math education reform. With better teachers, fewer students will slip through the cracks and take algebra before understanding long division. Furthermore, more students will find and develop their talent in math. Advanced math may not be for everyone, but increasing the number of students who have the opportunity to pursue higher-level math would undoubtedly increase the number of trained mathematicians, scientists and engineers in the future.
Michael Medeiros is an astrophysics major from Bethesda, Md. He can be reached at mmedeiro@princeton.edu.
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