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Student success in Algebra 1 is a key step towards success in advanced mathematics and future academics, but not all students have opportunities to succeed and grow in math. In the edLeader Panel “Creating Paths to Algebra I Success: From Gatekeeper to Gateway,” experts and education leaders from districts that are part of the National Math Improvement Project discussed ways to ensure that all students have a chance to succeed in Algebra 1 and beyond.

Exposing students to algebra as soon as possible opens paths to future success in college and life. By incorporating the subject as early as kindergarten and offering an accelerated math pathway in which students can take Algebra 1 in eighth grade rather than waiting for ninth grade, they have opportunities to increase familiarity with and get ahead in math. Algebra success can have other ripple effects, too; for example, students who choose to go to college will have higher chances of graduating with less debt.

Support for both students AND teachers is vital when developing comprehensive math instruction systems. Algebra must be accessible to all students; however, not all schools have certified eighth-grade algebra teachers. Professional development opportunities, free courses through university partners, and algebra-certified virtual teachers (which have shown positive results comparable to in person) while an in-classroom staff member is there for student support are just a few ways to help teachers who may be used to teaching math a certain way.

For years, schools measured mathematic success in terms of readiness and quickly giving answers. Now, the view is shifting to a focus on conceptual understanding, which makes math enjoyable for students. Focusing on correct answers adds pressure and gives math a negative connotation, but focusing on patterns and making sense of the material makes math a more positive experience.

Giving students different ways to demonstrate learning creates a sense of ownership that gets them more invested in the material. This means they’re more likely to lead discussions and understand how to improve their grades. In addition, offering students higher level math that prepares them to enter university helps them to understand what is expected in those courses and see the importance of the process and pathways to solving problems over just getting the answers right. They learn that finding evidence and using reasoning to make claims are skills that carry over into the real world.

This shift in thinking from answers to processes is a big change for teachers in terms of how THEY were taught to teach. There are four priorities to help with this change in math culture:

1. Use a high-quality curriculum
2. Help teachers take time to focus on sense-making over answer-getting
3. Help teachers overcome potential biases around who can succeed at math
4. Offer online learning

Clearly, this process takes time to implement and practice. It’s important to help teachers understand what changes are being made and why. A big part of this is having them reflect on their own math experiences, what helped them or didn’t, and what can make math a more positive experience. They may have negative views of math from their own childhoods. Once again, support such as professional training, coaching, and webinars helps teachers understand this culture shift.

Implementation requires ownership. Using high-quality instructional materials and getting teachers invested by showing them how the material helps can lead to better results. Meanwhile, emphasizing real-world applications of math helps students get invested, too.

For students to get invested in and succeed at Algebra 1, they need to enjoy the challenge it provides. That requires everyone to shift their focus from answers to processes. But, with all the benefits algebra success offers to students, it’s a worthwhile investment.

Learn more about this edWeb broadcast, Creating Paths to Algebra I Success: From Gatekeeper to Gateway, sponsored by National Math Improvement Project.

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Building Math Proficiency is a free professional learning community that helps educators understand how to use adaptive learning and real-time data, to inform instruction and create a student-centered environment to improve learning outcomes.

Six of the nation’s largest urban school districts—Chicago Public Schools, Houston Independent School District, Los Angeles Unified School District, Miami-Dade County Public Schools, New York City Public Schools, and the School District of Philadelphia—have come together to form the National Math Improvement Project (NMIP). NMIP districts collectively serve nearly 2.5 million students, the majority of whom are students of color and/or students living in poverty. While each district faces its own unique, local context and dynamics, the group shares challenges rooted in the sheer size and scale of their agencies, as well as the diverse student populations they serve.

Together, academic leaders from these districts have committed to collaborate over the course of three years through a community of practice focused on (1) implementing high-quality core and supplemental instruction and materials in math; (2) increasing educator capacity; and (3) building math mindset in students, educators, and society. This project aims to elevate best practices and shared learnings in support of academic outcomes, educator capacity, and math mindsets.

Article by Jon Scanlon, based on this edLeader Panel