Ensure Algebra success with expanded support

CONTRIBUTED BY: THE CHARLES A. DANA CENTER

Helping students stay on track to postsecondary pathways after the pandemic requires more than remediation strategies. Traditional remediation focuses on “just-in-case” teaching of prior grade-level knowledge, with the result that many students never get to on-grade-level learning. In contrast, the corequisite model focuses on grade-level mathematics supported by research-based supports for learners, including embedded “just-in-time” instruction. For students transitioning into high school, Algebra I can serve as a gatekeeper to accessing progressively complex courses that prepare them for postsecondary education and training. Intensified Algebra (IA) is a comprehensive algebra program used in extended-time algebra classes, and is intended to help students who are one to three years behind in mathematics become successful in algebra through a corequisite model. The curriculum incorporates scaffolding and targeted interventions based on formative assessments, and supports for teachers to help them identify and respond to the students’ needs.

IA provides a robust Algebra I curriculum with embedded, efficient review and repair of foundations mathematical skills and concepts. It addresses multiple dimensions of learning mathematics, including social, affective, linguistic, and cognitive. IA uses an asset-based approach that builds on students’ strengths and helps students to develop academic skills and identities by engaging them in meaningful learning experiences.

How does the strategy create more equitable access and opportunities?

The current system of mathematics education fails to meet the needs of many of our students, and many students’ opportunities to succeed are limited by their race or economic class.

Intensified Algebra is a collaboration between the Charles A Dana Center at The University of Texas, the Learning Science Research Institute at the University of Illinois at Chicago, and Agile Mind that works to ensure that each student has equal access to, and successfully engages in a mathematics courses with rigorous, relevant, engaging, high-quality, and inclusive instruction that is responsive to the needs of individual students and that is informed by multiple measures of achievement that are economically and culturally inclusive. The course incorporates experiences that motivate students to re-engage in school and that help them believe they can be successful with challenging content through perseverance, effective learning strategies, and the support of their teacher and peers through a strong culture of learning in the classroom.

What outcomes or benefits are associated with the strategy?

• IA increases student engagement in meaningful mathematics.

• IA has a positive impact on student attitudes, beliefs, and behaviors that are more productive for learning.

• IA supports students who traditionally have not been successful in mathematics.

• The IA program is educative for teachers and influences how they teach mathematics.

• The IA program creates an efficient, effective, and coherent use of the double-period structure.

Source: What Teachers Think About Intensified Algebra I: A Study of Teacher Experience from Inverness Research, Inc.

What are the budget implications for implementing the strategy?

This strategy requires investment in high-quality curricular materials, and may be paired with additional professional development. Intensified Algebra is a comprehensive curriculum that spirals content from 6th-8th grade while challenging students with on grade level Algebra I instruction to catch students up in one year. It costs approximately $116 per student for the first 30 students and $85 per student thereafter.