Andrew Hacker Is Algebra Necessary

Would you rather have algebra or algebra? In schools across the United States, there is no choice in taking a course that numerous students have and will struggle in. “Is Algebra Necessary?” by Andrew Hacker investigates the issue on the minds of students, parents, and educators. Andrew Hacker views algebra as a hurdle that students must tackle and sometimes at the high cost of graduations and future careers. He believes that if the mindset on algebra was changed, it could affect students for the better. Many students see algebra as unnecessary because of its causality towards dropout rates and its impracticality in future careers. If algebra was seen as a subject that crossed curriculums and could be applied to daily life, students would

be more open to learning.
One indicative sign of a succeeding or failing education system is its dropout rate.

Reasons for dropping out of high school can vary, but Andrew Hacker notices a factor becoming common – high school students struggling in algebra. Statistics, such as “one in four ninth graders fail to finish high school…in South Carolina, 34 percent…for Nevada…45 percent” back up his claim, naming algebra as the main reason (Hacker). By requiring algebra as a course to graduate, American schools are skimming over students that still have potential. Those students that may flourish in the arts, history, or sciences must still face the hurdle of algebra, not only during the course but in the final exit exams. This can leave them second guessing gifts, talents, and future career paths. The stress and pressure from their parents, teachers, and school administrators to succeed in a difficult subject leave some students seeing only one option. In a school system that sees algebra as the one and final key to future success, a student must choose: struggle in school or struggle in

life.
In order to prepare students for college and their future careers, high schools require algebra to introduce them to the mathematical concepts they will use later on. Andrew Hacker examines this logic asking the question many students have: Will we use algebra later on in life? Not all students are set out on careers in engineering and chemistry. Some will be our future actors, musicians, and directors. To impose algebra on all students, no matter what occupational path, is unfair. Those careers that require higher computational skills often give training after hiring. Nevertheless, several professions require algebra although those workforces will never use it. Even certain colleges require higher level math courses of their applicants. Requiring high math courses in high school and colleges causes some students to feel split between taking those classes and taking courses that interest them, often times showing students other career options. The need for mathematic skills lies not in algebra, but in math courses that apply to daily routines. Math is important in everyday life and some major careers, but as Hacker states, “there’s no evidence that being able to prove (x^2+y^2) ^2=(x^2-y^2) ^2+ (2xy) ^2 leads to more credible political opinions or social analysis.” By forcing algebra on high school students, we are affecting their long term education and career choices.
American high schools only have one place for mathematics: the algebra classroom.

Instead of having one hour, one teacher, and one curriculum to teach algebra, Andrew Hacker sees the solution of students’ struggles as breaking down the walls around the subject. Algebra can be involved and studied in any and every subject, from music, to science, to philosophy, and history. This could help students who thrive in other subjects benefit from algebra and continue in what they do well. Hacker hopes “the aim would be to treat mathematics as a liberal art, making it…accessible and welcoming.” Another solution would be creating a mathematics course that focuses on where math intersects everyday life. It would not be a way for students to get out of taking a math course, would still be challenging, and give students something more applicable to them. In this light, algebra would become less of a dread and appeal to more everyday life

applications.
Although math is involved in many aspects of our lives, not all of that math will be algorithms and other algebraic concepts. There is no need to require students to take algebra courses that they will not use in the future and will only cause stress and poor grades. Dropout rates show how making algebra necessary is failing our students and their potential. Some future careers need skills other than algebra, making it a mile marker instead of a building block. “Is Algebra Necessary?” by Andrew Hacker views the idea that if we change the American school system’s mindset on algebra, it would benefit our students in the long run. By breaking down the barriers around algebra and creating an environment where math is involved in all aspects, we can create smarter, more successful students.