Algebra for All: Implementing California’s New 8th Grade Algebra Requirement

Reading List: Teacher Capacity Issues

** The Center for the Future of Teaching & Learning. (2008, July). California’s approach to math instruction still doesn’t add up. Center View: Insight and analysis on California education policy. Available at http://www.wested.org/resources/centerview-californias-approach-to-math-instruction-still-doesnt-add-up/

 

This article provides data on the shortage of well-prepared teachers in the state of California needed to shift students’ algebra enrollment from 9th grade to 8th grade. The article also provides data from the California Algebra CST for grades 8-11 from 2004 to 2007. CFTL contends that increased middle school enrollment, combined with teacher shortages and the acceleration of students’ academic standards, is increasing the demand for qualified algebra teachers.

 

** California Council on Science and Technology. (2007, March). Critical path analysis of California’s science and mathematics teacher preparation system. Sacramento, CA: Author. Available at http://www.ccst.us/publications/2007/2007TCPA.pdf

 

This chapter is part of a report by the California Council on Science and Technology (CCST) and the Center for the Future of Teaching and Learning (CFTL) that examines the development of mathematics and science teachers in California. The authors conclude that California faces a shortage of fully prepared and effective science and mathematics teachers in both the short and long term. With respect to recruitment, the study found that teacher preparation programs vary widely and are often not evaluated for effectiveness. In addition, California lacks a system to track retention and turnover, and little data on the supply and demand for teachers exist. The report argues that California needs a coherent approach to recruiting and retaining K-12 science and mathematics teachers.

 

Teacher development practices “worthy of attention”

 

Paek, P. L. (2008, January). Mathematics coaching: Silicon Valley Mathematics Initiative. Case study from Practices worthy of attention: Local innovations in strengthening secondary mathematics. Austin, TX: Charles A. Dana Center at the University of Texas at Austin. Available at http://www.utdanacenter.org/pwoa/downloads/siliconvalley.pdf

 

This article highlights the results of the Silicon Valley Mathematics Initiative (SVMI) in the Bay Area, a professional development opportunity for teachers that is focused on improving teachers’ mathematical and pedagogical content knowledge as a way to improve students’ achievement in mathematics. The initiative has resulted in improved student performance on various mathematics assessments. (This description is part of a compilation of “Practices Worthy of Attention,” a joint initiative of Achieve, Inc. and the Charles A. Dana Center.)

 

Paek, P. L. (2008, January). Mathematics teacher leaders: Portland Public Schools. Case study from Practices worthy of attention: Local innovations in strengthening secondary mathematics. Austin, TX: Charles A. Dana Center at the University of Texas at Austin. Available at http://www.utdanacenter.org/pwoa/downloads/portland.pdf

 

This case study describes the work done in Portland Public schools to support secondary mathematics teachers. The goals of their work are to develop teacher leaders and professional learning communities to improve student learning, provide support to teachers, and be more effectively connected to students’ parents and community. (This description is part of a compilation of “Practices Worthy of Attention,” a joint initiative of Achieve, Inc. and the Charles A. Dana Center.)

 

**This document is considered a priority reading.