Building a strong foundation in Algebra 1 is critical to students’ success in higher-level mathematics and in college and careers. But Algebra can be challenging to learn — and teach.
I moved from teaching seventh grade to teaching Algebra 1 at West Jones High School (WJHS) in 2016, which was the same year the state department of education introduced new college- and career-readiness standards for mathematics. While I was excited about the new standards, the textbook we were using was old (my colleague said it was the same one she used in high school), and our students struggled with the rigor required.
In the spring of 2017, only 37% of WJHS students scored at the proficient level or above on the state Algebra 1 assessment. We knew we had to raise our scores, so we took a different approach in 2017-18 and our school’s Algebra 1 proficiency rate jumped to 59% — a gain of 22 percentage points. In my Algebra 1 classes, my students’ proficiency numbers jumped from 38% in 2017 to 66% in 2018 and have been climbing ever since.
Here are a few tips and lessons learned in our efforts to turn our scores around.
Teach with rigor using standards-aligned resources
No matter what subject I have taught, I have always added to the curriculum provided by the school district to enrich the quality of my instruction and provide meaningful content to students. So, when the Mississippi Legislature funded a supplemental program called Math Nation and made it available for all Mississippi public schools to use if they were interested, my colleague and I decided to try it out to supplement our district’s textbook.
When I moved to the online math learning platform, I had never had so many resources readily available that aligned with our state standards. I had access to guided lesson notes along with lesson videos, practice, activities, and assessments for my students. I must admit, I was a little overwhelmed at first. So, I decided to try one thing at a time and built from there.
As I dug into the Algebra 1 resources, I realized that the year prior, I had just been skimming the surface. Now we get very deep very fast, and the content spirals and builds so students can reinforce and deepen their learning each time they return to a concept.
Whatever program you choose, use it with fidelity
My students and I use the Math Nation platform every day, and we use every component. That fidelity is important for student buy-in. Once my students see that I’m fully committed, they get behind it, too. Now, even when they struggle with a problem, they say, “Let me do this. I know I can do it.”
Meet students where they are and build from there
Every group of students that arrives in my classroom is different. Even if some learners aren’t quite ready for Algebra 1, I know they can do the work with the right supports. At the beginning of the school year, we often use the On-Ramp tool within the platform’s student dashboard to help diagnose and remediate gaps in foundational math or pre-algebra concepts. Each learner can also access these individualized remediation tools to address any unfinished learning they may have that relates to the content a unit will cover.
Within each unit, students can also access content videos with examples and practice problems. They can choose from multiple instructors who teach the same material but in different ways and at different paces. If students miss school, I can ask them to watch the videos at home, which frees up my time since I no longer have to stay after school to help them with makeup work. I also like watching the videos to view different teaching styles so I can find ways to relate to my students who learn in different ways.
Establish a professional learning community (PLC) to foster collaboration
I set up an official Algebra PLC meeting on Thursdays at WJHS, and I continue to facilitate this group today. Outside of our weekly meetings, we talk almost daily. Over lunch or in the hallway, we chat about what’s going on in our classrooms, and where students are struggling or doing really well. We share teaching strategies and activities, and brainstorm ideas. Thanks to our ongoing collaboration, we continue to grow in our teaching skills and expertise in Algebra 1.
Use data to monitor progress toward the standards and drive decisions
At the end of every nine weeks, we do a common assessment across our district. This allows us to see how our students score on each standard so we know where to intervene. We share our data in our PLC so we can dig into what worked well and what didn’t, and help each other improve. If we need to provide more practice to students on a particular standard, we can also look up where it has been or will be covered in the online platform and pull resources as needed.
Achieving steady growth
Over the last seven years, our PLC and online math platform have changed my teaching. Previously when I was teaching seventh grade, I felt like I was on an island by myself. Now, I have seen my dream come to life as I work collaboratively with my colleagues to improve student experiences and build a community that’s excited about math.
Our test scores show that our efforts are working. On the 2024 Mississippi Academic Assessment Program (MAAP), 75% of WJHS students scored at the proficient level or above in Algebra 1. This not only exceeded the state average of 67%, but it surpassed the proficiency rates of our district’s other two high schools as well.
Our accomplishments are all centered on our love for Algebra 1. I have never taught as deeply as I do now. My students are engaged, and they’ve gained confidence in their abilities because they are experiencing success in a rigorous class. They see themselves as capable mathematicians, which sets the stage for successes here and wherever they go in their futures.
