Unfortunately, a large number of students continue to be unsuccessful in algebra. While the algebra D-F rate is alarmingly high, it is important to note that the percentage of students earning D's or F's in algebra or below in Spring, 1997 (29% of the mathematics enrollment) is about the same as the number of students who earned D's or F's in algebra or below in Spring, 1993 (30% of the mathematics enrollment). Using grades as a criteria, it seems that the unsuccessful, at risk, student population at Culver City High School was neither helped nor harmed by taking algebra.

The D-F rate continues to be an ongoing concern within the district. While the CAPP project provides convincing evidence that many students, who might not have had the opportunity to take algebra using traditional qualifiling methods, could be successful in college preparatory mathematics, it is also clear that the algebra program did not serve the needs of some students. Teachers are continuing to explore wails to meet the needs of these students, and finding solutions is likely to require the same intensive commitment as this CAPP project itself.

The Golden State Exam (a State-administered subject area honors exam) provided a measure of success for high achievers, and represents a significant accomplishment during the CAPP years. Not only did enrollments increase in the honors courses, but about twice as many students achieved recognition and commendation awards on this exam In 1996 than in pre- CAPP years (see Figure 9). Clearly high achieving students benefited from the CAPP year changes. These results also provide evidence that it is unlikely that academic expectations were compromised.

Providing access to a college preparatory curriculum gives students the tools necessary to consider college as a goal, but the student must take steps to make this goal a reallty~ One of these steps includes taking college entrance exams. The PSAT (Preliminary Scholastic Aptitude Test) is an exam taken primarily by 9th, I Oth, and I I th graders for counseling purposes and as practice for the SAT. Since the CAPP project most directly impacted the Sth and 9th graders in 1995-1996 who were all required to take algebra or beyond, the PSAT seemed to be an appropriate college entrance exam for analysis. Results of this exam are reported in Table 1. Student participation in this exam is consistent with the doubling trends seen in course enrollments, and steady scores offer further evidence that academic standards have not been compromised.

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