Preparation of Students

The Mathematics Diagnostic Testing Program is a well-established, CAPP-funded project that offers diagnostic mathematics exams for all college preparatory, courses. It operates through the University of California and California State University systems. Culver City teachers have used different versions of these exams for years, and a concerted effort was made by researchers to use this longitudinal 9 data as a comparison measure for achievement in the pre-CAPP and post- CAPP years. Unfortunately, lost data, uncontrolled test conditions, and changes within the exam itself minimized its usefulness as an achievement measure. MDTP data was available for all 8th graders (n= 64) who took Algebra I in 1991-1992 (pre-CAPP). These students, who represented the top 15% of the 8th grade class, took the Arithmetic Readiness (AR) test in the Fall of 1991 as a measure of preparation for algebra. Their mean score was 52% (mean = 26.9, s.d. = 8.46). In September 1995, all 8th graders took the same AR exam. The mean score for the top 15% of the class (n=56) was 58% (mean 29.6, s.d. = 5.07), and the top third of the entire class (n=125) scored 51 % (mean = 25.5, s.d unknown). Using a two-tailed t-test for means, the differences in scores for the top 15% was found to be higher for the 1995 test takers and statistically significant (P<.05). This result provides some evidence that the CAPP students who took algebra as 8th graders were better prepared for algebra than students in the pre-CAPP years.

Pass rates ("C" or better) for college preparatory courses (excluding calculus) are displayed in Figure 7. Pass rates for Geometry and beyond ebb and flow around the 70% mark. Unfortunately, Culver City High School students have historically passed Algebra I at a less than 40% rate, a reality that has caused concern among teachers and administrators alike. Furthermore, trend data indicates that the pass rate may be dropping. While this statistic does provide some evidence that teachers are maintaining pre-determined standards in the algebra classes, it raises questions about the efficacy of enrolling all students in Algebra 1. A closer look at this data is warranted here.

"The key to understanding mathematics is taking algebra or courses covering algebraic concepts by the end of the 8th grade. Achievement at that stage gives students an important advantage in taking rigorous high school mathematics and science courses."

"Minority students who mastered algebra and geometry in high school succeeded in college at almost the same rate as white students."

Algebra has often been labeled the "gatekeeper" to higher in mathematics, and one major goal of the CAPP grant was to increase the number of students taking and passing this course. The Figure 8 double bar graphs compare the number of students during pre-CAPP, CAPP and post-CAPP years who passed algebra or higher to the number of students enrolled in mathematics. The number of students who did not pass algebra, was calculated by combining those students who earned "D's" or "I"s" in Algebra I with all students enrolled in basic mathematics courses regardless of the grade earned because none of the students in the basic courses successfully completed Algebra 1. The graph shows that the number of students who passed Algebra I or higher increased from 52% (Spring, 1993) to 70% (Spring, 1997). Using a two-tailed t-test for proportions, this increase was determined to be statistically significant (p<.01). Clearly, increased algebra enrollments resulted in hundreds more students successfully completing algebra than in pre-CAPP years.

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