What Can We Do about the High D and F Rate in First-Year Algebra?

Abstract

The high D and F rate in first-year algebra is a concern in many school systems throughout the country. First-year algebra is the first academic mathematics course and the foundation for all mathematics. Yet in many systems the D and F rate approaches 40 percent. With such a negative introductory experience, we can hardly expect students to be eager to register for further courses. At the same time we observe a national trend to increase the number of mathematics credits required for graduation. Many of the students who do continue in academic mathematics courses have already established the attitude that they will not be successful, that mathematics is not “their thing.” If indeed their grades have indicated they have not attained mastery of many algebraic concepts, their chances of success in high-level mathematics courses would seem to be minimal.