Abstract
The focus of this research is to find the opinions of teachers of mathematics on the issue of teaching Algebra 1 to all eighth grade students in California. In July 2008 the California State Board of Education approved a new standardized test for eighth grade students; “the revised mathematics blueprint is based on California content standards for Algebra 1” (O’Connell,2008). By 2011, all eighth grade students should have been prepared to take a standardized test based on Algebra 1 standards. Early September 2008, the California School Boards Association and the Association of School Administrators filed a complaint against the Board of Education. The two elements of the legal complaint are: 1. the SBC’s failure to adhere the Bagley-Keen Act (open meeting law) by failing to adequately inform the public that it was considering such a substantive change in state policy, and 2. whether SBE actually has the statutory authority to revise the state’s academic content standards without prior legislative authorization. By December the decision of testing all eighth graders in Algebra 1 was halted in Court. Since this was a very controversial issue, this researcher felt necessary to hear teachers’ voices first hand since they are the ones who carry these decisions in their classrooms. Eighth grade Algebra provides both rigor and opportunity, while potentially enhancing mathematics literacy across student population. The study of Algebra in eighth grade could potentially address the issue of mathematics literacy in the United States, and result in greater number of students enrolled in advanced mathematics courses and science courses. To achieve this goal, however, requires sound decisions and strategies at all levels: from policy makers to the classroom teacher.