“Because colleges require all applicants to take advanced math — at least Algebra II — this is the math standard that all students in the country will now have to meet, requiring mastery of obscure algebraic procedures that the vast majority of adults never use”
This belief shared by venture capitalist Tim Dintersmith in his blog post for the Huffington Post about the failures of the Common Core is certainly far from unique. In fact, the belief that advanced math courses such as Algebra II is only needed for those who wish to go on to college is likely shared by a number of educators, policymakers, and parents throughout the country. This is probably due to the fact that, at first glance, such high level math skills are only needed to get into and graduate from college.
But does data actually backup such a belief? Should Algebra II only be relegated to those high school graduates who plan to go onto college? Fortunately, answers to these questions can be found in my recent report Path Least Take II: Preparing non-college goers for success.
What I found will likely come as a surprise to Tim Dintersmith and others who believe that high level math skills are not needed for those who don’t go on to college. In fact, Algebra II is all but essential for those non-college going graduates to succeed in the labor market. By itself, completing Algebra II:
- Increases the chances non-college goers will:
- be employed full-time.
- work for an employer that offers medical insurance.
- have a retirement fund.
- earn higher wages.
- Less likely to:
- ever be unemployed.
- be unemployed for more than 6 months
- be on public assistance.
The positive impacts of Algebra II are amplified when you also consider the fact that many professional certifications or licenses require (slides 39-41) the math skills at least at the level of Algebra II. And the Path Least Taken report shows that obtaining a professional certification or license has the greatest positive impact on whether a non-college enrollee finds success in the labor market after high school.
Of course completing Algebra II in high school doesn’t guarantee a non-college goer will go on to to get a good job or that a non-college goer who fails to complete Algebra II will be destined for career failure. However, preparing students to complete higher level math courses such as Algebra II should not be reserved only for those students who plan on attending college. Our high schools should ensure all students complete at least Algebra II as well as higher level courses in English, science, and social studies, among others, to maximize all students’ chances for a good job. – Jim Hull
It isn’t a secret that, on-average, traditionally disadvantaged students such as poor and minority students have lower achievement than traditionally more advantaged students. Such differences are referred to as the “achievement gap’ which has been the driver of education policy over the past couple of decades. In fact, identifying achievement gaps has been critical in the improved performance of our poor and minority students during this time period. The same is true when it comes to “attainment gaps,” whereas poor and minority students graduate high school at a lower rate than their white classmates. Again, the identification of this gap and the focus policymakers and educators have put on narrowing it has led to a remarkable narrowing of attainment gaps in just the past decade alone. Such progress is certainly great news but unquestionably more work is needed to close both the achievement and attainment gaps completely.
Yet, gaps not only exist while students are in school. They remain well beyond high school, too. My report The Path Least Take Part 2 identified one. My analysis showed that even if achievement and attainment gaps closed in high school, poor and minority students who didn’t go onto college would still be less likely to get a good job than their more advantaged, non-college going peers. The gap between black and white non-college goers who earned similar credentials was particularly wide. For example, black non-college goers who earned low-credentials were 20 percentage points less likely to be employed full-time at age 26 than similarly credentialed white non-college goers. However, the gap is cut in half when both black and white non-college goers earned high-credentials. Similar results were found when looking at other indicators of having a career success such as if they had ever been unemployed or if their most current employer offered medical insurance.
My report shows that earning high credentials — including completing high level math and science courses, earning good grades, and obtaining a job skill — are essential for future career success for poor and minority non-college goers. Without this preparation, traditionally disadvantaged high school graduates who don’t go onto college have much less of a chance of career success than their more advantaged classmates. So it is imperative that all non-college goers, but especially poor and minority non-college goers, receive the preparation and skills they need so the employment gap will close. –Jim Hull
CPE Director Patte Barth joined other education voices in an NPR segment on cut scores, the benchmarks that are supposed to indicate how well a student performs on a standardized test (i.e. knows the subject matter). Educators from states that are participating in the Common Core-aligned PARCC assessment gathered last week to discuss where those lines should be drawn— an exercise Barth accurately describes as “part science, part art … and part political.” Listen to the rest of the broadcast below.
Last semester we had the pleasure of having David Ferrier, a doctoral student studying applied developmental psychology at George Mason University, as one of our policy research interns.
We enjoyed many cerebral discussions with David, who spent his time detailing what research says about executive functioning and its connection to critical thinking, specifically, and academic achievement, generally, in an upcoming research brief.
You can get a preview of what David means by executive functioning and why it’s so important in the latest issue of American School Board Journal. Read it here and then visit our Facebook page where we’ve shared a video of a University of Michigan researcher discussing what she discovered in her review of school-based interventions that target executive functioning.
CPE has worked with the Data Quality Campaign a number of times to shed light on how and why student data is collected and used.
They’ve answered many of the most common questions in this handy infographic, which you can click to enlarge.