American Students Lacking in Math Skills, Report Says

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Debra Lau Whelan -- School Library Journal, 3/17/2008 2:00:00 PM

When it comes to mathematics, American students don’t come close to the level of achievement reached by their peers around the world, says a report by the National Mathematics Advisory Panel, which was presented last week to Education Secretary Margaret Spellings.

“American students have not been succeeding in the mathematical part of their education at anything like a level expected of an international leader,” says the panel, commissioned by President Bush two years ago, adding it was “particularly disturbing” that kids here consistently performed at a “mediocre level” compared to other kids worldwide.

Although the National Report Card, a national assessment of student performance by the National Assessment of Educational Progress (NAEP), shows test scores of U.S. kids in grades four and eight reaching historic highs, other findings aren’t as glowing. For example, 32 percent of our students are at or above the “proficient” level in eighth grade, but only 23 percent are proficient in twelfth grade. As a result, there’s a growing demand for remedial math education for incoming university and college students.

In addition, the report says there are “large, persistent disparities” in mathematics achievement when it comes to race and income. “Disparities that are not only devastating for individuals and families but also project poorly for the nation’s future, given the youthfulness and high growth rates of the largest minority populations,” the report continues.

Although many students have difficulties with math overall, major problems seem to arise at the late middle school level with the introduction of algebra, a subject that is essential for later achievement. Research shows that completion of Algebra II correlates significantly with success in college and with earning potential when joining the workforce. In fact, the report says, students who complete Algebra II are more than twice as likely to graduate from college compared to students with less mathematical preparation. This, of course, raises questions about how to best prepare children when they start learning Algebra, the report says.

What needs to be done? The panel suggests a host of changes, including streamlining the mathematics curriculum in grades Pre-K–8 so that a well-defined set of the most critical topics is emphasized in the early grades. Also  suggested are rigorously evaluated initiatives to attract and prepare prospective teachers and improve NAEP, and state assessments to emphasize critical skills leading to algebra.