Facing reality?

A few weeks ago, we read about how the California education hierarchy finally reluctantly faced reality and joined with other states in offering a choice that will allow eighth graders to take Algebra 1 or an alternate course that includes some algebra. For 15 years, they were obsessed with requiring Algebra 1 for all eighth graders. It took them all these years to figure out that not all kids are able to make it in eighth grade Algebra 1. But, still, if they don't take it in eighth grade, they'll be required to take it in ninth grade. And they wonder why so many drop out of high school.

It has been argued that "the change is controversial because success in Algebra 1 is the single best predictor of college graduation." But, wait! Maybe the fact that a child can grasp algebraic concepts is an indication that he/she is more likely to have the mental ability to do college work. Does the hierarchy think that all kids have the same mental potential (like there's no difference in IQ) or individual abilities? You wonder just how much time they have spent in classrooms. Do they not realize that some kids are good at math, but others may be gifted at language arts, science, music, art, etc.? Those whose mental capabilities do not cover the education hierarchy's circumscribed educational experience should not be disparaged by algebra fanatics who seem to be stuck in overdrive.

Mention algebra and Granddaughter No. 1 always comes to mind. For her, Algebra 1 in eighth grade was a nightmare. She has many well-educated relatives, excels in language arts and social sciences, has a grandmother who tutored her in algebra, yet she never really got it. She spent three years in community college trying to pass the algebra requirement for college and finally, thanks to one or two helpful teachers, she was able to transfer to San Jose State University where she graduated two years later. If you were to bring up algebra to her now you would likely get a blank stare. You might say she's mathematically challenged, but she stuck it out, excelled at what she's good at and learned many essential life skills along the way.

But how many kids who need help have it available? How many have the incentive to stay in school while being employed 20 hours a week (as she did) and see it through? How many more will drop out of high school because such requirements for graduation have no relevance for them? Instead of (or along with) algebra, teens are much more in need of good reading and writing skills, a concept of history, geography, civics and current events. They can also benefit from practical science, a practical understanding of basic math and a lot of health, family life and sex education (many need to become more familiar with Planned Parenthood than with Pythagoras). And there are those who need to learn how to apply themselves to a project and who need skills to help them find and keep employment after high school.

You still wonder if the members of the hierarchy are familiar with the average teenage student including those who come from very disadvantaged backgrounds. Do they have any clue as to how many kids would benefit most from an alternative like vocational school? As Ms. LeShan wrote: "The most undernourished part of our entire school system is in the area of vocational training. If we want our young people to stay in school, all we have to do is make that schooling relevant and meaningful to their own individual capabilities and goals." What our Education Hierarchy can't seem to fathom is the fact that there are many kids who will not be able to, or want to, attend college because of limited intellectual ability, a lack of family resources and/or because of other goals. Algebraic equations are fine and dandy, if a child is so inclined, but let's emphasize schools that work for all students.

"Education is not the filling of a pail, but the lighting of a fire." -- William Butler Yeats.

Since 1984, Dorothy Dimitre has written more than 650 columns for various local newspapers. Her email address is gramsd@aceweb.com.