<p>Really? </p>
<p>[Requiring</a> Algebra II in high school gains momentum nationwide - The Washington Post](<a href=“http://www.washingtonpost.com/business/economy/requiring_algebra_ii_in_high_school_gains_momentum_nationwide/2011/04/01/AF7FBWXC_story.html?wprss=rss_homepage]Requiring”>http://www.washingtonpost.com/business/economy/requiring_algebra_ii_in_high_school_gains_momentum_nationwide/2011/04/01/AF7FBWXC_story.html?wprss=rss_homepage)</p>
<p>So Algebra II is required for success because most jobs require a college degree. However, given the US’s high drop out rate how is requiring Algebra II going to change that?</p>
<p>This seems to me to be a political idealogy that everyone should go to college; however, is this true? Not sure. Also, if it is true then is High School the place to start this requirement? What about early intervention programs, etc. Aren’t they being cut across the nation. </p>
<p>Community College is touted as the means for poor students to get an affordable college degree. However, many have to take so many remedial math and English classes that a 2 year CC degree takes 3-4 years…</p>
<p>Anyway just my two cents.</p>
<p>One of the biggest predictors of high school success and college success is 3rd and 4th grade reading proficiency. With amazing accuracy, high school drop outs can be identified as early as 3rd and 4th grade based on reading at that age. Additionally, college success can be traced back, in one study, to the number of books the student had in their house as a child - specifically a pre-schooler.</p>
<p>Absolutely. I just finished a panel with the local school board that included several local colleges to talk about the same thing. Not everyone is “primed” to go to college, but these days many of the skills needed even for jobs that don’t require college require better reading and math skills than students are graduating with. Here in the district, the problem is not just students with low skills, but teachers who are ineffective at teaching math and science - part because of lack of real performance goals, part because even the best teachers are so burdened with “dictated” curriculums that change yearly and emphasis on that darn state exam that they don’t have time to do any differentiated teaching and flex to the needs of individual students.</p>
<p>Also we stopped students from reading for pleasure and tied all reading to whether the book was on the accelerated reader list so the teacher could administer a pre-made test. It’s nuts, really. Linda is right - the test scores of 3rd and 4th grade readers is a pretty accurate predictor of future outcomes - including potential criminal behavior - or inability to gain self-sustaining work.</p>
<p>My comments in front of the board stemmed from the district’s inability (or unwillingness) to tie the curriculum being taught to its real life application once students graduate. Too much dry theory and not enough hands on connection to make the point.</p>
<p>At the end of the meeting the board voted to cut 150 more teachers. I feel like I’m talking to a brick wall.</p>
<p>Hm… well if the Algebra II theory holds water my child will be a total failure. </p>
<p>However, if the reading proficiency/love of reading/number of books in the household and his room theory is correct - my child will be amazingly successful. </p>
<p>I’ll post back in 10 years … LOL.</p>
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<p>That is what happened with my younger child who really does not understand reading for pleasure. What a shame and such a disservice. </p>
<p>Keep at 'em Exie - you have a strong voice.</p>