High Schools Need An Additional Mathematics Option

Increasing the number of math credits required for graduation from high school is a growing educational trend across the nation. A second trend accompanying this is elevating the level of the math courses that students must take to meet the credit requirements. For many years, a student only needed two years of mathematics to graduate from high school and there were no set requirements as to the level of those classes. Some students graduated from high school having taken only General Math and Business Math or similar courses. As our students increasingly face the competition of a global market, many school districts--even many states--are working to improve students' abilities in mathematics by increasing the number of required math credits to three or even four full years and not allowing any class below first year Algebra. This is creating some major problems for both students and schools.

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One of the problems for both the students and the schools stems from the fact that the higher level math curriculum is virtually the same everywhere in this country and consists of Algebra I, Geometry, Algebra II, and Pre-Calculus or Calculus. Some districts use a more unified curriculum--meaning Algebra and Geometry are combined and courses may be named differently, like Combined 1, Combined 2, etc.; but the bottom line is that there are not very many options for students who must take four full years of math.
An additional problem stems from the fact that this country has had a 50% failure rate for Algebra I for many decades. Many attempts have been made to change this very sad fact, but as yet, nothing has had any significant positive impact. In fact, the "New Math" of the 1970's and No Child Left Behind actually caused declines in Algebra success rates.
The 50% Algebra failure rate has become increasingly significant for both schools and students. For students, of course, if 50% fail 1st year Algebra, just how are these students to pass higher level courses that are all dependent upon Algebra skills? Graduation becomes nearly impossible for this very large group of students. This, then, creates a major problem for schools that are being pushed to have graduation rates of 95% or higher. Since graduation rates are generally calculated as the per cent of freshmen who go on to graduate from high school in four years--not what per cent of seniors graduate--having 50% of the freshmen class become ineligible for graduation in four years is more than small concern.
Obviously, one of the major issues to be dealt with immediately is eliminating this horrendous failure rate. Unfortunately, doing so will not necessarily solve the graduation requirement problem. Students who struggle to pass 1st year Algebra are unlikely to pass 2nd year Algebra, and they are even less likely to pass a Pre-Calculus course.
It is still a debatable issue whether Pre-Algebra should be an allowable high school math credit. With Pre-Algebra, Algebra, and Geometry combined with a vastly improved Algebra success rate, three full years of math credits becomes very possible for most high school students. At the very least, I would like to see schools adding a new year of math credits that deal with logic and statistics that are not "dummied down," but are also not Algebra dependent. We have a society that is not trained in logical thinking. For example: "If p, then q" is only logically equivalent to "if not q, then not p". Note: valid/not valid is not the same thing as true/false and very few people understand the difference.
A thorough understanding of correct thinking skills as well as a total understanding of the ways statistics can be used to manipulate the way people think and act is critical for every one of our students; but current high school math classes do not go into detail with either topic. Some schools offer an AP Statistics course, but this is a very difficult and senior level course. I do not know of ANY high school that offers even a one semester course on logic for the average student. This is generally considered a college math course; but it needn't be so complicated.
Mathematics departments need to be creating a logic/statistics curriculum that covers 2 to 3 years of graduation credits. There is certainly enough important information in those topics to cover that length of time. This would solve many graduation requirement problems for both students and schools, as well as creating an informed society. This is a win-win solution to a very serious problem!