First, someone does a study showing all students benefit from taking algebra regardless of their mathematical interest or ability. The media take note. Some districts and states begin requiring all students to take algebra. Meanwhile others point out that we’re not doing any favors for kids who have yet to master basic math by merely dumping them in advanced classes. People begin to have second thoughts and question the wisdom of the algebra-for-all push.
Next, someone does a study showing all students benefit from taking algebra regardless of their mathematical interest or ability…
I believe this is called “juking the stats.”
I think of it as more akin to wishing. Just tap your heels together three times and say, “There’s no place like Harvard…”
To be fair, the study said kids benefit from challenging middle-school math classes, by which they must mean that kids who take pre-algebra do better in algebra. Soon, we’ll learn that kids who learn elementary math do better in middle-school math.
A big problem with this circle is the undefined meaning of “benefit.” And “taking algebra” is somewhat ambiguous. Does it mean taking algebra when they’ve successfully completed pre-algebra, or does it mean taking algebra when their in 8th grade, ready or not.
It doesn’t seem surprising if the conclusion is that kids do better in high school and college course work if they have completed algebra, and that this is true whether or not they are math-adept kids looking at engineering careers or kids with average math skills who discover that they need a certain amount of math to do nursing or business or carpentry.
But too many people seem to act as if stuffing an 8th grader into algebra will have some magical effect. And if it doesn’t, and he gets a D, trying again in 9th grade is sure to do the trick.