Editorial: State math test needed a do-over

Minnesota high school students, their parents and administrators can breathe a sigh of relief, thanks to the 2009 Legislature. Lawmakers decided that the classes of 2010-2015 won't have to pass a math exam to complete high school.

Setting aside the math requirement headed off a potential graduation disaster, but it should only be viewed as a temporary fix.

The delay was justified, given that only about one-third of Minnesota's 60,000 or so 11th-graders passed the math test last year. That failure rate would have prevented thousands of Minnesota seniors from graduating next year.

Under the change, students will still take the test and have three chances to retake it. If they fail those attempts, they can still earn a diploma provided they pass reading and writing tests and meet coursework and attendance requirements.

Basic knowledge of algebra is not an unreasonable expectation for high school students. To land a good-paying job, most young people need some postsecondary education. Some lawmakers and educators believe the math test is too difficult. But without higher standards in education, America will struggle in an increasingly global economy that places our young people in competition with students from around the world.

The Minnesota math waiver sunsets in five years, giving educators time to better align the test with what students need to learn as they move from year to year. That's what created the problem initially. State educators developed the exam without matching it to the math curriculum, so many students had not studied the material on the 11th-grade test.

With the waiver, a working group appointed by the Department of Education has a few years to make necessary revisions. One solution might be to convert to "end-of-course'' exams that would test students at the end of each high school math course. Instead of one test evaluating years of math knowledge, the yearly scores would count toward graduation.

The task force should reject any calls to permanently drop math exams tied to graduation. Some lawmakers have suggested eliminating some math and reading exams, arguing that students should not be denied diplomas based on a few high-stakes tests. Such exams are not the only way to evaluate academic performance, but they are important measures that are used in many high-achieving nations.

There are some positive signs in Minnesota classrooms. Tests result from the past two years show that early elementary students are making progress. Just last year, the Trends in International Math and Science Study (TIMMS) found that state students ranked between fourth and eighth worldwide, scoring higher than American kids generally.

Statewide tests have shown significant improvement among fourth- and eighth-graders, and state math teachers are changing middle school curriculums to build on that progress and improve math instruction in middle schools and high schools.

Ultimately, the Department of Education and Legislature should settle on graduation exams that increase rigor, address student needs and are well aligned with coursework. Minnesota students deserve every opportunity to excel.