The Philadelphia School District is introducing an incentive program to help high school students who failed their state algebra tests improve their scores, the Philadelphia Inquirer reports. Starting in February, up to 500 students will be invited to an eight-week algebra refresher course, which will culminate in a retake of the Keystone Algebra exam in May. The program aims to offer additional support to students struggling with algebra, a subject that has been a significant challenge for the district.
The incentive will come in the form of a stipend, though Deputy Superintendent Jerome Dawson emphasized that it will not be a large amount, calling it a "token" incentive. The funds for this initiative will come from the Fund for the School District of Philadelphia, the district’s nonprofit arm, not from the district’s operating budget. While the stipend amount is not specified, the district hopes it will offset the potential loss of income for students who may need to forgo part-time jobs to attend the extra classes.
The program will focus on 300 to 500 students, roughly 20% of the 8,000 11th graders who took the test. These students, who failed the Keystone Algebra test, will receive invitations to the program, which will be taught by district teachers with a proven track record of success. The classes will be offered before and after school, as well as on Saturdays. A virtual class option may also be available, depending on demand.
The district’s push to improve algebra scores comes in response to a significant decline in performance. In the 2023-24 school year, only 27.2% of 11th graders passed the algebra Keystone test, a drop from 30.1% the previous year and a steep decline from the all-time high of 38.4% in 2017-18. Superintendent Tony B. Watlington Jr. has acknowledged that algebra remains an area where the district has not seen improvement, despite gains in other subjects since he took office in 2022.
One of the reasons cited for the ongoing struggle with algebra is the district’s large number of emergency-certified and inexperienced teachers, particularly in the most disadvantaged schools. To address this, the district has made changes to its math curriculum for the 2023-24 school year and is also revising its approach to math pathways. Currently, most students take algebra in 9th grade, but the district is considering allowing some students to take it earlier or providing additional foundational math education before students are expected to tackle algebra.
The incentive program is part of a broader effort to improve student achievement and give students a better chance of success in future math courses, which are crucial for college and career readiness. Dawson explained that algebra is a “gateway course” that prepares students for higher-level math classes and develops critical thinking skills. He emphasized that students need to understand the importance of mastering algebra for their future opportunities.
While the program has garnered support, it has not yet sparked extensive discussion within the district’s school board. Board member Joyce Wilkerson briefly acknowledged the initiative, praising the district for being proactive in supporting students.
