## Minnesota’s Universal Eighth-Grade Algebra: A Decade-Long Experiment Yields Mixed Results
In a gray October morning in Braham, Minnesota, Rick Riccio’s eighth-grade algebra class showcased the challenges inherent in Minnesota’s ambitious education policy. While attempting to teach scientific notation, Riccio found many students distracted, highlighting the developmental hurdles faced by many middle schoolers grappling with abstract algebraic concepts. “Eighth grade, they’re just in full-on puberty, hormones,” observed Zach Loy, a fellow math teacher at Braham Area High School. “Are they capable of sitting down and focusing on one thing for two, three minutes at a time without getting distracted? I see that as being the hardest barrier.”
This scene underscores the complexities surrounding Minnesota’s 2006 law mandating Algebra I for all eighth graders. Legislators envisioned a pathway to increased STEM career participation, believing early exposure to algebra would funnel students towards calculus and, ultimately, lucrative careers in fields like engineering and medicine. The logic was sound: a timely introduction to Algebra I would allow students to progress through higher-level math courses, culminating in calculus by their senior year.
However, a Hechinger Report analysis of federal data reveals a less straightforward outcome. While calculus enrollment increased modestly between 2009 and 2017 (from 1.25% to 1.76%), this growth paled in comparison to other states. Minnesota’s ranking in calculus enrollment even slipped from sixth to tenth nationally during this period. Furthermore, the state’s eighth-grade math scores on the National Assessment of Educational Progress plummeted from second place in 2009 to eighth place in 2022.
In Braham and other districts, the anticipated surge in calculus enrollment hasn’t materialized. Many students simply aren’t interested in STEM careers, and a 2007 policy allowing students to spread Algebra I over two years further mitigated the initial mandate’s impact. This experience mirrors national trends, where eighth-grade algebra has become a contentious issue. While some parents advocate for early algebra to unlock future academic opportunities, concerns remain about equity, as Black and Hispanic students remain underrepresented in these accelerated programs. Some districts have even reversed course, eliminating the eighth-grade algebra option to promote a more equitable math curriculum, a move that often faces parental backlash.
Research supports the mixed results observed in Minnesota. Scott Peters, senior research scientist at NWEA, notes that while early algebra may provide a short-term boost in advanced math course enrollment (e.g., more tenth graders taking Algebra II), this effect diminishes over time. A 2015 California study further indicates that forcing all eighth graders into algebra can backfire, particularly in larger districts, potentially leading to decreased test scores and diminished student confidence.
The push for universal eighth-grade algebra originated in the late 1990s, aiming to increase calculus completion rates and improve college and career prospects for underrepresented groups. While the percentage of U.S. eighth graders enrolled in algebra surged between 2000 and 2005, this trend has since reversed. Minnesota’s experience, as the only state to consistently maintain this policy, suggests that early universal algebra is not a panacea for boosting advanced math participation.
Despite the lukewarm results, Minnesota shows no signs of altering its mandate. A 2007 amendment allowing for a two-year Algebra I curriculum, along with a lack of renewed discussion during recent state math standard revisions, has allowed the policy to become entrenched. However, districts like Braham and Pillager face more immediate concerns: a shortage of qualified math teachers, a need for additional tutoring support, and smaller class sizes to address existing math achievement gaps. While Moorhead Area Public Schools report a slight increase in calculus enrollment, their two-year approach emphasizes flexibility, allowing students to adjust their pace as needed.
The concluding scene in Riccio’s classroom, a successful catch-up session focused on scientific notation, offers a glimmer of hope. By slowing down the pace and providing additional support, even struggling students can find success. Ultimately, Minnesota’s experience highlights the complexity of implementing large-scale educational reforms and the need for a nuanced approach that considers individual student needs and learning styles alongside broader policy goals.