The Center for Student Achievement, a division of the Arizona Charter Schools Association, released data showing that, in 2016, one out of every five eighth-grade students took a high-school level math course, such as Algebra I, Geometry, or Algebra II.
However, the results for these students are not reflected in the state’s reported 2016 AzMERIT scores. That means the number of eighth-grade students who passed AzMERIT is actually higher than what’s reported in the test results.
The Association’s Chief Academic Officer Ildi Laczko-Kerr and Director of Research Kelly Powell break down the numbers and provide observations about accelerated student performance on the Center for Student Achievement’s blog.
In anArizona Capitol Times op-ed, Laczko-Kerr and Association President and CEO Eileen Sigmund explain why the lack of transparent data on accelerated eighth-grade math students creates big hurdles for policy makers who look to advance policies that will drive academic excellence.
This past fall, when the statewide results of the 2016 AzMERIT exam were published, the eighth grade math test pass rate was pegged at 26 percent. Though this figure is true for the students who took the general eighth grade math exam, it does not represent all eighth grade students in Arizona, because many students take advanced math classes and therefore take a different exam.
In the chart below, the percentage of eighth graders who took a high school “end of course” exam, such as Algebra I, Geometry, or Algebra II instead of the general eighth grade math test are reported.
PERCENTAGE OF EIGHTH GRADE STUDENTS TESTED BY TYPE OF MATH TEST
These data indicate that in 2016, almost one out of every five eighth grade students is accelerated in math and taking a high school end of course math exam. The impact on state reporting is significant: nearly 20 percent of eighth graders’ test results were not accounted for in the reported 26 percent pass rate. Taking all math test results into consideration, the overall math pass rate for eigth graders is actually 36 percent. This represents a 10 percentage point increase from the publicly reported eight grade results, and a 2 percent increase from 2015 when all eighth grade students were required to take the eighth grade math exam.
OBSERVATIONS ABOUT ACCELERATED STUDENT PERFORMANCE
The 2016 data show that the majority of advanced math students are accelerated by one course, e.g. Algebra I instead of eighth grade math. Smaller percentages of students are accelerated by two (taking Geometry) or three (Algebra II) courses. However, the average performance of the accelerated students increases significantly the more the students are accelerated. In other words, students who are three times accelerated (taking high school Algebra II in 8th grade) are passing at 92 percent compared to the 78 percent of students accelerated by one course, Algebra I. Students who are accelerated at this rate can certainly be called exceptionally advanced in math and don’t reflect the typical middle school math experience.
PERCENTAGE OF EIGHTH GRADE TESTERS PROFICIENT IN MATH
WHY DOES THIS MATTER?
Researchers, teachers, education advocates and others agree that eighth grade math is a critical indicator of success in high school and college (as well as in career and life). In fact, the Arizona Education Progress Meter, which represents key metrics that support a shared vision for world-class education in our state, includes eighth grade math as one of eight indicators by which to measure the health of education in Arizona.
Arguably, improving the percentage of eighth grade students proficient in eighth grade math is its own laudable goal. Even better, having more students pass high school level content (Algebra I and II and Geometry) in middle school would open them up for advanced studies later in school, and prepare them for more training or education beyond high school. In order to monitor Arizona’s progress towards these goals, we should: encourage any programs or initiatives that address early identification and interventions for students struggling in math (no matter the level) and measure and report the math performance of all eighth grade students, no matter the test they take.
Governor Ducey identified proficiency in algebra skills by the end of eighth grade as a strategic goalfor Arizona to ensure a world-class, 21st century education in his “Education Matters Arizona” initiative. But according to 2014 data, Arizona ranks 37th in the percentage of students in seventh and eighth grade enrolled in an Algebra class.
According to data from the 2013-14 Civil Rights Data Collection and 2014 Common Core of Data, about 12 percent of Arizona middle grade students took Algebra I. Though Arizona outpaces Georgia, West Virginia, Tennessee and a few other states, our state has some ways to go to reach the national average of 17 percent of seventh and eighth grade students enrolled in an Algebra I class.
I know, I know…it would be better to just report eighth grade data, but the collection instrument grouped seventh and eighth grade students together and there’s no way to separate out the results by grade. The map (left) shows how Arizona compares relative to other states in the proportion of seventh and eighth grade students enrolled in Algebra I. Click on the map to see details for all states and for every middle school in the country.
California, Virginia and Minnesota lead the country in middle school Algebra I enrollment, with Minnesota markedly ahead of the rest of the country (spurred byMN’s graduation requirements no doubt).
STATE RANKS: PERCENTAGE OF GRADE 7 AND 8 STUDENTS ENROLLED IN ALGEBRA I (2014)
The reality is that in Arizona, like many other states, students begin to accelerate in math in fifth through eighth grade, taking high school courses and assessments. According to AzMERIT data (Arizona’s statewide assessment) about 19 percent of eighth grade students took a higher level end-of-course math exam in 2016—the majority of these students taking the Algebra I exam. Most of you, skeptical readers, do not know this fact because data on eighth grade end-of-course testers is not reported anywhere publicly. These results will be published soon in an upcoming blog, so stay tuned.
To date, Arizona has only focused on AzMERIT scores in eighth grade that exclude advanced middle school math students taking Algebra I and II and Geometry classes. The lack of transparent data on math acceleration creates big hurdles for policy makers who aim to advance policies that will drive academic excellence in math. Arizona could choose (or not) to set Algebra I as the goal for eighth graders like Minnesota. Or we could choose (or not) to follow Governor Ducey’s strategic goal for all students to be “proficient in algebra skills by the end of grade 8.” Regardless where you land, an informed debate would benefit from a public reporting of number of accelerated math students in fifth through eighth grade along with their performance.
As always, if you want to carp about my use of aphorisms or discuss the proper way to analyze and interpret Civil Rights Data Collection files, drop me a line at kelly@azcharters.org.
What do we look for in a quality school? Test scores? Funding? Class size? The principal’s resume? Do we know why some schools do a better job than others in helping students learn? At a time when Arizona is facing challenges that include improving literacy, the high school graduation rate, the recruitment and retention of effective teachers and leaders, and ensuring equitable funding for its schools, these are critical questions.
As parents, educators, community members, and business leaders, we want to feel confident that Arizona’s children will emerge from our schools ready for the demands of college or the work-place. We should demand nothing less. In order to achieve it, however, we must share a common understanding of what quality looks like.
Arizona’s “wild west” reputation seems to inject itself into numerous topics, including education.
In the charter school realm, Arizona is known for its massive growth of public charter schools in the early days of charters, leading to the movement’s association with the “wild west” moniker.
Two recent blogs pointed out that Arizona’s somewhat freewheeling attitude towards charters at the time might not have been a bad thing.
