## The Unintended Consequences of Mandatory Eighth-Grade Algebra in Minnesota
On a gray October morning in Braham, Minnesota, Rick Riccio’s eighth-grade algebra class at Braham Area High School illustrated the challenges inherent in a state mandate. Fifteen minutes into a lesson on scientific notation, the classroom buzzed with distractions: students sang, played games on their laptops, and chatted about future children – a far cry from the focused concentration required for abstract algebraic concepts. Riccio’s attempt to regain their attention highlighted the developmental hurdles faced by many middle schoolers grappling with variables, linear functions, and slope. As Zach Loy, another math teacher at the school, aptly put it, “Eighth grade, they’re just in full-on puberty, hormones… 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 careers, believing that earlier exposure to algebra would lead to more students completing calculus in high school, thus opening doors to selective colleges and high-paying jobs. The logic was straightforward: completing calculus becomes easier with an earlier start on the traditional math sequence.
However, a Hechinger Report analysis of federal data reveals a less optimistic reality. While calculus enrollment increased modestly between 2009 and 2017 (from 1.25% to 1.76%), this gain paled in comparison to other states. Minnesota’s ranking even slipped from sixth to tenth place nationally. Furthermore, Minnesota’s eighth-grade math scores on the National Assessment of Educational Progress plummeted from second to eighth place between 2009 and 2022. Braham and other districts reported no increase in calculus enrollment, citing a lack of student interest in STEM fields and the 2007 policy allowing students to spread Algebra I over two years, effectively mitigating the initial mandate’s impact.
Nationally, eighth-grade algebra has become a contentious issue. While some parents and districts advocate for its early implementation to unlock future opportunities, others worry about equity concerns, as the share of Black and Hispanic students in eighth-grade algebra remains low. Some districts have even attempted to eliminate the option altogether to foster a more equitable approach, leading to parental backlash. Minnesota’s experience offers a unique perspective, demonstrating that universal early algebra isn’t a guaranteed solution for boosting advanced math enrollment. Research corroborates this, showing short-term gains in advanced math course enrollment that diminish over time. A 2015 California study even found that a similar initiative backfired, leading to lower test scores in large districts. As study co-author Andrew McEachin noted, pushing students too hard too fast can damage their confidence and interest in math.
The push for universal eighth-grade algebra originated in the late 1990s, aiming to improve college and career prospects, particularly for underrepresented minority students and those from low-income backgrounds. While the percentage of eighth graders enrolled in algebra surged between 2000 and 2005, it subsequently declined. Minnesota, adopting and maintaining this policy, stands alone among states. Despite the initial optimism, warnings from math experts were largely ignored, highlighting a naive belief that simply mandating a subject would guarantee success for all.
In Braham, the hoped-for algebra-to-calculus pipeline has failed to materialize. Career aspirations outside STEM fields remain prevalent, and the district continues to struggle with broader math proficiency issues, reflected in lower-than-average state test scores. The district’s superintendent, Ken Gagner, advocates for practical solutions such as recruiting more qualified math teachers, providing additional tutoring, and reducing class sizes – issues far more pressing than the timing of Algebra I.
Similar experiences are echoed in other Minnesota districts. While some districts, like Moorhead, found limited success leveraging a two-year algebra program to provide flexibility, the overall impact of the mandate remains questionable. The Minnesota Department of Education defends its approach, emphasizing that student success is measured across multiple indicators. However, the lack of pressure to change the mandate seems rooted in the 2007 amendment enabling two-year Algebra I programs, making the initial policy less impactful.
Ultimately, Riccio’s classroom, where slowing the pace demonstrably helped struggling students grasp scientific notation, reveals a valuable lesson. While the intention behind mandatory eighth-grade algebra may have been well-meaning, its implementation and impact highlight the complex interplay of developmental readiness, individual student needs, and the broader systemic challenges facing math education. The focus, perhaps, should shift from simply mandating algebra earlier, to addressing underlying issues like teacher shortages and ensuring that all students receive the support they need to succeed in mathematics, regardless of their chosen path.