Dropouts On The Rise In Los Angeles Schools Many Blame New Graduation Requirements And An Unprepared Math Teaching Structure For Math
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Rising Dropout Rates in Los Angeles Schools: The Role of New Graduation Requirements and Inadequate Math Instruction
Summary:
In 2003, Los Angeles schools introduced new graduation requirements aimed at better preparing students for college and high-level careers. These included passing a year of algebra and geometry. Despite good intentions, the policy has faced criticism for its unintended consequences, notably increasing dropout rates. Many attribute this to the unprepared math teaching structure.Article:
In 2003, Los Angeles schools introduced new graduation standards with the goal of producing students ready for college and advanced careers. The requirements included completing a year of algebra and a year of geometry or equivalent courses.
While the policy's intentions were commendable, it has resulted in unexpected challenges. Students in Los Angeles schools are struggling to meet these new standards, with algebra causing a particularly high dropout rate. This subject, once a differentiator for college-bound students, is now a stumbling block for many, leading them to abandon their pursuit of a diploma.
Superintendent Roy Romer has identified algebra as the leading cause of student dropouts. The ongoing struggle with the subject creates a sense of hopelessness among students, with some even contemplating drastic actions due to the academic pressure.
In 2004, 48,000 ninth graders at Los Angeles schools took Beginning Algebra. Alarmingly, 44% failed, and 7% barely passed with a D, cumulatively leaving 29,000 students either failing or just scraping by. Of those who retook the class in spring, almost three-fourths failed again.
These dismal results have left both students and teachers demoralized. One algebra teacher reported a failure rate of 90% in his class, suggesting that students lack effort. However, the question arises: Are these students genuinely apathetic, or are they struggling to understand lessons taught in a way that doesn’t resonate with them?
Personal experience highlights that not all math teachers are equipped to teach effectively. In college, I struggled with a math course because the instructor couldn't explain concepts clearly. Fortunately, a professor later emphasized that effective teaching requires the ability to explain concepts in multiple ways, a sentiment echoed by Superintendent Romer.
Romer views the issue as a systemic failure in how mathematics is taught within public schools. Compounding the problem is a shortage of credentialed math teachers. Twenty percent of high school math teachers in Los Angeles lack proper credentials, and 40% of eighth-grade math teachers across the state are teaching outside their expertise.
Many students enter algebra without fundamental skills like adding fractions or converting percentages into decimals, and they haven't memorized multiplication tables. Teachers are pressured to maintain a fast-paced curriculum, leaving little room to revisit basic math concepts. Frustratingly, students retaking algebra often find themselves with the same teachers from whom they previously struggled to learn.
Recently, Los Angeles schools raised the bar again by mandating that 2016 graduates meet University of California entry requirements, including advanced math and more English courses. This places even more pressure on students, regardless of their college plans.
In today's job market, understanding basic algebra can distinguish between low-wage jobs and high-level careers. Even blue-collar jobs like electricians and plumbers now require advanced math skills.
The solution isn't to impose stricter policies but to ensure schools are equipped to teach math effectively from elementary through high school. Introducing algebra early on is beneficial, but students need credentialed teachers, a manageable pace, and remedial math classes when necessary to build their confidence and competence. Without these changes, Los Angeles schools risk seeing continued dropout rates and unfulfilled student potential.
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