This document summarizes the key points from a presentation about implementing Algebra I under the Common Core standards in California. It discusses the growing demand for STEM skills, the importance of math as the foundation for STEM, and how the Common Core sets higher expectations for math achievement. It reviews California's past struggles with an "one-size-fits-all" approach to early Algebra and outlines the state's transition to the Common Core, including uncertainties around testing and accountability. It concludes with recommended steps for districts to take in implementing the new standards.

1. Algebra I
in the Common Core Era
March 26, 2013
Silicon Valley Education Foundation Algebra Forum
Presented by Mary Perry

2. A Growing Call for STEM Competency
 “Science, technology, engineering and mathematics workers
play a key role in the sustained growth and stability of the U.S.
economy”
 “It's time we once again put science at the top of our agenda
and work to restore America's place as the world leader in
science and technology.”
 “Math and science are the engines of innovation. With these
engines we can lead the world. We must demystify math and
science so that all students feel the joy that follows
understanding.”

3. STEM Starts with the “M”
Math is the foundation
Focus on STEM translates to pressure on
educators to improve math skills &
achievement
Due to new standards, it’s a time of change
for math educators in California
Process will continue for several years

4. Algebra I: Where California Has Been
The Good News
% of 8th Grade Advanced/Proficient-Algebra/Geometry
60%
50%
40%
30% % of 8th Grade Test
Takers A/P
20%
% of Total 8th Grade
10% A/P
0%
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

5. Algebra I: Where California Has Been
The Bad News
An increasing number of districts placed
students into Algebra I in 8th grade --
regardless of readiness
Research showed those students were not
successful – in short or long term
Conclusion: The “one-size-fits-all”
approach does not work

6. Common Core Standards
Set the Stage for Change
 Schools need to recalibrate what and how they
teach in math
 Common Core standards are based on a national
consensus
 State’s initial adoption in 2010
 Unresolved issues: Algebra I in 8th grade and the
high school math sequence
 State Board amended math standards in January;
suspended API rule in March

7. State Board Decisions Send Clear
Signals to Districts
 California’s official expectation for 8th grade math is the
Common Core standards
 Putting 8th graders in Algebra should be a goal as should
accelerated HS math coursetaking
 The default expectation is that all HS students will complete
Algebra II or equivalent
 Placement decisions need to be thoughtful and
evaluated, including for equity
 Local districts need to decide

8. State Policies Going Forward:
What’s Known
 Law calls for STAR testing system to end in 2014
 New testing system based on Common Core expected to be
administered in 2015 – pilots underway this spring
 Development of a new API has begun
 California still subject to NCLB rules
 Supplemental materials to help with the transition have been
adopted
 Professional development modules are available
 It’s all being done on a shoestring budget

9. State Policies Going Forward:
What’s unknown or undecided
 The full Math Curriculum Framework not ready until late 2013
 What the Legislature will do about the state testing system in
2014 and 2015
 What Common Core tests the state will ultimately
administer, it may not be all the current grades and tests
 What changes will be made to the accountability system and
when
 When or if the federal government will ever reauthorize ESEA
and what that will mean

10. Districts Need To Implement
Common Core – Steps to Take
 Get clear about local math expectations for high school
graduates
 Start aligning curriculum and instruction with Common Core
 Improve and systemize placement practices, starting in 6th
grade
 Look at the implications for staffing, scheduling and system
capacity
 Start educating your parents and community
 Accept that the transition will likely be bumpy and keep your
eye on the ball – what’s best for students