Will our students be prepared to take Algebra I in 8th grade?

Research suggests that taking algebra in eighth grade is associated with enrollment in higher-level math (and science) courses in high school, which, in turn, is associated with future educational and employment opportunities (Adelman, 1999, 2006; Atanda, 1999, Kilpatrick, Swoffard, & Findell, 2001; Gamoran & Hannigan, 2000). For example, data from the National Educational Longitudinal Study (NELS) indicate that 60% of students who take calculus in high school had taken algebra in eighth grade (U.S. Department of Education, 1996).

To help strengthen students’ mathematics achievement, national and state-level policymakers and education advocates have pushed to broaden access to algebra to students in middle school, typically at Grade 8. A 1997 report from the U.S. Department of Education recommended that schools “provide all students the opportunity to take Algebra I or a similarly demanding course that includes fundamental algebraic concepts in the eighth grade” (U.S. Department of Education, 1997). The National Council for Teachers of Mathematics (NCTM) supports this recommendation, stating that “by the end of eighth grade, students should have a background in algebra that enables them to enter substantive high school courses” (NCTM, 2000).

Many states and districts have made commitments to the goal of widespread access to Algebra I in Grade 8. However, 10 years after the recommendation from the U.S. Department of Education, schools throughout the country and throughout the Northeast region are delivering algebra courses to a relatively small proportion of their eighth graders. It is possible that the students that do have access to high quality Algebra I courses in eighth grade enter high school with a real advantage over their counterparts who do not have access.

What is the previous evidence that eighth graders will be successful in algebra?

Many eighth graders in Maine, Vermont, and across the country are taking algebra. According to statistics, about 25% of grade 8 students in Maine enter high school already having taken an Algebra I course (NCES, 2005). Our estimates based on a scan of Maine middle and K-8 schools suggest that about half of these schools are offering Algebra I to eighth graders. Students attending schools that are not able to offer the course because of resource or space constraints may be at a disadvantage, particularly when they enter high school with their peers who have already completed Algebra I.

What does it mean for students to be "ready for algebra"?

Students with a strong track record in mathematics through seventh grade who exhibit understanding in key pre-algebra concepts may be considered by their teachers and schools to be prepared for the course. Some of those pre-algebra concepts are shown below, in a list of prerequisite skills for Class.com’s Algebra I course.

Student Readiness Indicators- Mathematics Prerequisites for Success in Algebra I:

• Works flexibly with fractions, decimals, and percents to solve problems 
• Compares and orders fractions, decimals, integers and percents efficiently and finds their approximate locations on a number line;
• Computes with integers, decimals, fractions, and mixed numbers, and has develop fluency in their use;
• Uses factors, multiples, prime factorization, and relatively prime numbers to solve problems;
• Works flexibly with ratios and proportions to solve problems;
• Finds length, area, volume, and angle measures;
• Has developed an initial conceptual understanding of different uses of variables; and
• Solves 1-step equations using the four basic operations.

These prerequisites are provided as a guideline to schools, and it is up to each participating school to decide which of their entering eighth graders are ready for algebra.  That is, each school, not the study team, will decide which of their students is eligible for the Virtual Algebra course.  The study team will work with each school to document the decision-making process but will not interfere with schools’ decisions about what is best for their students.

What if students in the Virtual Algebra course are struggling?

The Online Teacher and Classroom Proctor form a support team for each student participating in the Virtual Algebra course. Through the use of regular, ongoing, embedded assessments, the Online Teacher has a lot of information about each student’s progress in the course. If any students are struggling to make progress, the Online Teacher will consult with the Classroom Proctor and other school staff including the regular eighth grade teacher, the building principal, and parents, as appropriate. Schools are ultimately responsible for their students and for making decisions about whether it is best for them to stay in the course with additional support or to change classes. The study team will not interfere with these decisions.

Will students who take the online algebra course be prepared to succeed on the end-of-eighth grade state assessments?

Class.com is currently working with the Virtual Algebra Implementation Team to align the Algebra I Course Objectives to the eighth grade mathematics’ state standards. The rigorous alignment process will ensure students taking the course will learn the mathematics concepts and skills at the level required for success on the eighth grade state assessments.

Will students who take the online algebra course be prepared to succeed in more advanced mathematics courses in high school (e.g., Geometry)?

Class.com’s Algebra I course also aligns to many of Maine and Vermont's 9th-grade Diploma Algebra Performance Indicators. Students who pass the online Algebra I course should be considered to have similar knowledge of Algebra I concepts to students who pass face-to-face Algebra I courses in other schools. For most students, this will mean that they are ready for the next course (e.g., Geometry) in the high school mathematics course sequence.

Tell me more about the online course and how it will work in my school.

What is the structure of the online course?

Who developed this Algebra course?

Algebra 1 was developed by a team of instructional designers, math educators, software engineers, and flash animators at the University of Nebraska. Using research into cognitive science and learning theory, the Class.com courseware was designed to help students learn online with one to one instruction. Class.com courseware is distributed to school districts throughout the United States by private company, Class.com Inc. The courseware is updated every two years to take advantage of technology advancements. It contains text, visual math aids, animations, automatically-graded practices exercises, quizzes, and teacher-graded assignments and exams. No textbooks are required. All learning materials are embedded in the course, and if necessary, students can choose a "read aloud" function to hear each lesson (note that headphones are recommended for this feature).

How will schools implement and deliver the online algebra course?

Participating schools that receive the online Algebra I course during the 2008-2009 school year will offer the course to the eighth grade students they determined to be ready for algebra at the end of seventh grade. The online algebra course will be the regular course offering for these students—not offered in addition to the regular eighth grade math class that these students would have otherwise taken. The online algebra course can be scheduled for a daily class period (or otherwise structured due to the school schedule), and schools will be asked to provide space (e.g., in a classroom, computer lab, media center) for students to work on the course using a computer with internet access.

Class.com and the study team will provide the online teacher. Each online teacher will be highly qualified to teach the course – certified in mathematics and trained to teach the course online to eighth grade students. Participating schools will be asked to work with the study team to identify a proctor/liaison to supervise the students taking the course and to serve as a point of contact for the online teacher in order to support each student taking the course. Unlike older students who often take online courses “anytime, anyplace” with little to no supervision, eighth grade students should have a responsible adult present while they proceed through their online coursework.

What are the eighth grade math teachers in participating schools asked to do?

In schools that receive the online course, the regular eighth grade math program will proceed as usual, except that a proportion of the students will take the Virtual Algebra course instead of the regular eighth grade math class. This means that the eighth grade math teachers may have smaller, less heterogeneous classes than is typical. It is important to note that no eighth grade math teachers at participating schools will be asked to become online teachers.

In schools that do not receive the online algebra course, the regular eighth grade math program will proceed as usual and the size and makeup of the eighth grade math classes will be unaffected by the study.

For the purpose of data collection, all of the eighth grade math teachers in participating schools will be asked to administer pre- and post-test mathematics assessments and a brief survey to all eighth grade students. The eighth grade math teachers will also be asked to complete a brief survey themselves.

What does this mean for the principal? What does a principal need to know?

The study team will work with the principal and their designees to ensure that each participating school fulfills its responsibilities for participation in the study with as little additional burden as possible. In the Spring and early Summer of 2008, principals will be asked to oversee the designation of seventh graders who are “ready for algebra.” In early Summer 2008, schools will be informed whether they are scheduled to receive the Virtual Algebra course during 2008-2009 or 2009-2010. In schools that are scheduled to receive the Virtual Algebra course during 2008-2009, principals will be asked to ensure that the course schedules accommodate the online course and the study team will work closely with the principal and his/her designees to plan the implementation of the course. In Fall 2008, principals will be asked to help obtain informed consent from parents of students in the study to allow for participation in data collection for the study. We will work with each school to determine the best means to do this.

Tell me more about the Online Teacher and the Classroom Proctor. What are their specific roles?

What is the role of the Online Teacher?

The Online Teacher provides one to one instruction to each student through online courseware and communication tools. The Online Teacher grades assignments and assessments, coaches and motivates, conducts online discussions, demonstrates concepts and processes, and issues periodic and final grades. The Online Teacher participates in parent conferences by phone, and will occasionally call the student to talk personally about the course. The teachers work asynchronously, which means that may not be online at the same time as the student. But they will read and respond to messages everyday, and usually send a message to every student each day as they are reviewing the daily work. Students usually feel that they get more personal attention in an online class than they do in a traditional classroom because they can ask questions whenever they want without worrying about what other students think. When students log onto their course, they will usually find a personal message from their teacher regarding the work for the day or their homework from the previous day.

What is the role of the Classroom Proctor?

The ideal Classroom Proctor is a conscientious, skilled educator who will provide a warm, supportive, and structured working environment in a classroom setting (click here to view a full job description). The Classroom Proctor should enjoy technology and have good computer skills and the capacity to help students with technical problems. In addition, this individual should be an excellent communicator who can provide the link between the Online Teacher, the student, local school officials, and parents as necessary. The Classroom Proctor is the eyes and ears of the remote Online Teacher. There should be one Classroom Proctor per building to supervise the learners during the Virtual Algebra class period. All Classroom Proctors will receive one day of training prior to the start of the school year.

What are the time expectations for the Classroom Proctor?

The Classroom Proctor will work with the students each day during the allotted classroom time. In addition, the Classroom Proctor may work up to one hour extra per week to communicate with parents, guidance counselors, school officials, or the online teacher outside the classroom. Nearly all work can be done in the classroom while supervising the online students.

Is there a manual for Classroom Proctors?

All Classroom Proctors will be trained and receive a manual at that training.  The online teacher and Classroom Proctor will be introduced prior to the start of the school year via a web conference, and the online teacher will set expectations for communication and work of the Classroom Proctor.  If funds permit, the Online Teachers will travel to Maine to meet personally with the Classroom Proctors.

What takes place during training for Classroom Proctors?

This is a small group, hands-on session to learn how to how to operate the Algebra courseware, the administrative tools, and embedded communication tools. The roles and responsibilities of the Classroom Proctor will be thoroughly detailed during this session which will be led by the Class.com Project Leader, a Class.com Technologist and an Online Teacher. Each participating site must send two persons to be trained: the Classroom Proctor and the local Network and Desktop Support Technician.