Frequently Asked Questions
- How does a school determine if a student is ready to study algebra?
- What can schools do for students who are not prepared to study algebra?
- What types of specialized instructional materials are available to help prepare students to study algebra?
- If a student passes algebra prior to grade nine, must the student take two mathematics courses in grades nine through twelve? Must one of these courses meet or exceed the rigor of algebra?
- What percentage of the mathematics section of the California High School Exit Exam (CAHSEE) addresses algebra standards?
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How does a school determine if a student is ready to study algebra?
Students should be assessed for algebra readiness at the end of seventh grade using reliable and valid assessment measures. One purpose of a seventh-grade assessment is to determine the extent to which students are mastering prealgebraic concepts and procedures. Another purpose is to identify those students who lack the foundational skills needed to succeed in eighth-grade algebra and who need further instruction and time to master those skills. Students who have mastered foundational skills, as indicated by successful performance on the algebra readiness test, would take algebra in the eighth grade. [Mathematics Framework for California Public Schools – Kindergarten Through Grade Twelve, September 2006, pages 225-226]
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What can schools do for students who are not prepared to study algebra?
Students in grade eight or higher who are not prepared to take the algebra course will require instruction and instructional materials that give extensive attention to fundamentals in the seventh grade standards and thereby improve the likelihood of students’ success in algebra. The 2006 Mathematics Framework, Appendix E, describes an Algebra Readiness program (for use with students in grade eight or higher who are not prepared to take a course in Algebra I). Algebra Readiness materials will target a subset of sixteen mathematics content standards (thirteen from grade seven and three from Algebra I). These programs will also include materials needed to rebuild foundational skills and concepts that may be missing from earlier grades. The list of California State Board of Education approved Algebra Readiness materials is available on the California Department of Education Mathematics Publisher List Web page.
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What types of specialized instructional materials are available to help prepare students to study algebra?
Intervention Programs and Algebra Readiness Programs are two types of specialized instructional mathematics materials for students having difficulty achieving at grade level and were included in the 2007 adoption of K-8 mathematics instructional materials. The Intervention Program materials are for students in grades four through seven whose mastery of prior grade-level standards is incomplete. The Algebra Readiness Program materials are for students in grade eight or above who are not prepared to take a course in algebra.
If, when, and how these materials will be used to meet the needs of students, should be a collective decision involving teachers, counselors, administrators, parents, and students. Intervention materials are intended to accelerate students’ achievement so that students can succeed in the basic grade-level program and complete Algebra I.
Specific information related to intervention materials is contained in Appendix E (PDF; 848KB; 36pp.) of the Mathematics Framework for California Public Schools – Kindergarten Through Grade Twelve. The list of California State Board of Education approved materials is available on the California Department of Education Mathematics Publisher List Web page. -
If a student passes algebra prior to grade nine, must the student take two mathematics courses in grades nine through twelve?
Yes. Although the algebra requirement is met, the student must still complete two years of mathematics in grades nine through twelve as required by Education Code Section 51225.3(a)(1)(b).
Must one of these courses meet or exceed the rigor of algebra?
No. As stated in Education Code Section 51224.5(c), if a student, prior to enrollment in grade nine, completes coursework in algebra that meets or exceeds the rigor of the content standards for Algebra I, as adopted by the SBE, then the Algebra I graduation requirement is met. For students completing algebra prior to ninth grade, any two mathematics courses in grades nine through twelve will meet state graduation requirements. A local board of education can establish specific mathematics courses, e.g., geometry and Algebra II, as graduation requirements. -
What percentage of the mathematics section of the California High School Exit Exam (CAHSEE) addresses algebra standards?
Thirty-six percent (36%) of the eighty CAHSEE mathematics test items address the grade seven and algebra content standards. The remaining sixty-four percent (64%) of the test items address grade six and grade seven content standards in statistics, data analysis, probability, number sense, measurement, geometry, and mathematical reasoning.
Information about algebra is available in the Mathematics Framework for California Public Schools – Kindergarten Through Grade Twelve (2006 Edition).
Contact Information:
For additional assistance contact Stacey Christopher, Education Programs Consultant, Mathematics and Science Leadership Office, English Learner and Curriculum Support Division, CDE, by phone at 916-323-5252 or by e-mail at stchristopher@cde.ca.gov. For assistance regarding mathematics assessment, contact the Standardized Testing and Reporting (STAR) Program Office at 916-445-8765 or by e-mail at STAR@cde.ca.gov or contact the California High School Exit Examination (CAHSEE) Office by phone at 916-445-9449 or by e-mail at cahsee@cde.ca.gov.