BILL ANALYSIS Ó
AB 220
Page 1
Date of Hearing: March 25, 2015
ASSEMBLY COMMITTEE ON EDUCATION
O'Donnell, Chair
AB
220 (Holden) - As Introduced February 3, 2015
SUBJECT: Pupil instruction: mathematics: algebra
SUMMARY: This bill allows the course Mathematics 1 to satisfy a
mathematics graduation requirement. Specifically, this bill:
1)Allows students to meet the graduation requirement that one of
the two mathematics courses required for graduation be Algebra
1, or a course of equal rigor, that is aligned to the state
content standards, by completing the course Mathematics 1.
2)Removes the option to complete the above requirement through
"a combination of the two courses" required for graduation.
3)States that a student who completes a course in Algebra 1 or
Mathematics 1 before 9th grade is exempt from the above
requirement but not from the requirement to take two math
courses in grades 9 to 12.
4)Deems completion of coursework in algebra which is aligned to
the prior state mathematics content standards before the
2017-18 school year as having met the revised requirement
AB 220
Page 2
(above) for one course in mathematics.
EXISTING LAW:
1)Requires completion of two courses in mathematics before
graduation from high school.
2)Requires that one of those courses, or "a combination of the
two courses" required for graduation meet or exceed the rigor
of the 1997 content standards for Algebra 1.
3)Establishes the Academic Content Standards Commission and
requires it to develop standards in language arts and
mathematics, at least 85% of which must be those developed by
the Common Core State Standards (CCSS) Initiative. Requires
the State Board of Education to accept or reject these
standards by August 2, 2010.
4)Authorizes the Superintendent of Public Instruction to
recommend modifications to the adopted CCSS in mathematics to
the State Board of Education, and authorizes the State Board
to adopt modifications to the standards.
FISCAL EFFECT: Unknown
COMMENTS:
Need for the bill. The author states, "In August of 2010, the
State Board of Education (SBE) adopted new academic content
AB 220
Page 3
standards for mathematics. The new standards supersede the 1997
mathematics content standards and as a result, make Education
Code Section 51224.5 inconsistent with the current SBE-adopted
mathematics content standards.
The California Department of Education (CDE) and the SBE has
complied with current law and local school districts are
implementing the new mathematics content standards. School
districts can offer course models for the traditional pathway
(Algebra I, Geometry, and Algebra II) and the integrated pathway
(Mathematics I, Mathematics II, and Mathematics III). In order
to continue the implementation of the new mathematics content
standards, the mathematics course requirement for high school
graduation must be updated to align with the current SBE-adopted
mathematics content standards. "
Integrated Mathematics vs. traditional sequence. The California
Common Core State Standards adopted by the State Board of
Education in 2010 (and modified in 2013) offer school districts
a choice: the traditional sequence of secondary math courses,
or an integrated math sequence. The standards provide model
courses for each sequence
In the U.S. the high school sequence of mathematics courses has
traditionally been Algebra 1, Geometry, and Algebra II (with
advanced topics in the fourth year. Taken as a whole, this
sequence of courses covers the six conceptual categories of math
content (number and quantity, algebra, functions, modeling,
geometry, statistics and probability).
A different approach, common internationally, is known as
Integrated Math. Integrated Math consists of a sequence of
three courses known as Mathematics 1, Mathematics 2, and
Mathematics 3 (with advanced topics in the fourth year). The
integrated pathway presents secondary mathematics as a connected
subject, with each course containing standards from the six
conceptual categories of math content.
AB 220
Page 4
Many districts already transitioning to Integrated Mathematics.
Districts may choose which sequence of math courses they will
offer, the traditional or integrated sequence. A November, 2013
survey published by the Consortium for the Implementation of the
Common Core State Standards found that more school districts had
chosen to go with an integrated sequence (32%) than continue
with the more traditional mathematics sequence (26%), but that
over 40% of school districts had not selected a mathematics
sequence.
School districts have been making this transition to Integrated
Math in spite of the conflict in the law. Until recently (the
page has been removed pending review), the California Department
of Education website stated the following about the conflict in
the law in response to the question "If a student is in an
integrated pathway, what course fulfils the Algebra 1
requirement?"
The requirement is that the course 'meet or exceed the
rigor of the content standards for Algebra 1, as adopted by
the SBE pursuant to Section 60605.' Section 60605 refers
to the Mathematics content standards of 1997. The LEA
determines what course(s) fulfill the requirement based on
the above language. The intent of the law is for students
to complete a full course of Algebra 1, whether it spans
over one or more courses.
Protecting students in the transition to Integrated Math. In an
effort to ensure that no student is denied credit toward
graduation because, after she takes Algebra 1, a school district
begins to require Mathematics 1 instead, this bill deems
completion of coursework in algebra which is aligned to the
prior state mathematics content standards before the 2017-18
school year as having met the graduation requirement.
The 2017-18 date was chosen in order to account for current
students who take Algebra 1 in the next few years during this
AB 220
Page 5
transition. But it may be difficult to account for all
circumstances, when the transition to Integrated Mathematics
could take place any year, and some students stay enrolled
longer than four years.
To avoid such problems, staff recommends that the bill instead
state: "A pupil who has completed a course or courses that meets
or exceeds the content standards for Algebra 1 adopted by the
State Board pursuant to section 60605, as that section read on
June 30, 2011, shall be deemed to have satisfied the graduation
requirement specified in subdivision (b)."
Maintain the option to fulfill this requirement through a
combination of courses required for graduation. Current law
allows students to meet the Algebra 1 requirement through a
"combination of the [two] courses" required for graduation.
This bill removes the reference to completion of the two courses
required for graduation. Since the intent of this bill is to
align the statute with the curricular changes instituted through
the adoption of the CCSS, staff recommends that the bill be
amended to retain the option to complete Algebra 1 or
Mathematics 1 through "a combination of the courses" required
for graduation.
Include reference to Common Core State Standards. This bill
refers to state standards in mathematics without specific
reference to current standards. Staff recommends that the bill
be amended to reference the sections requiring the adoption of
the CCSS in mathematics.
Further amendments shown in mock-up form. Staff recommends
further amendments of a non-substantive nature as shown in the
mockup provided.
REGISTERED SUPPORT / OPPOSITION:
AB 220
Page 6
Support
Superintendent of Public Instruction, Tom Torlakson (sponsor)
American Federation of State, County and Municipal Employees,
AFL-CIO
California Catholic Conference, Inc.
California School Boards Association
EdVoice (as proposed to be amended)
Opposition
None received
Analysis Prepared
by: Tanya Lieberman/ED./(916) 319-2087