Here's an interesting question: How far should we require students to get in math for a high school diploma? School districts in the US answer this in a couple

Here's an interesting question: How far should we require students to get in math for a high school diploma? School districts in the US answer this in a couple different ways. Many define the number of credits you need to earn, and many define the level you need to reach. But that's compounded by all the issues in math education that occur before high school. How do you hold everyone to the same bar if some are coming in with elementary skills and some are coming in already beyond high school? Many systems don't serve either group well, and the effects can be devastating to people in both groups. How many of us on HN had high-level math skills and had to endure years of boring required math classes? I had an interesting exchange with another math teacher once. My school requires everyone to move forward from where they're at, and to reach a skill level appropriate to your post-high school goals. Many students end up just becoming well-grounded in Algebra 1, which is great. Another school in my district requires students to get through Algebra 2. We were discussing this discrepancy at a district meeting, and I was being looked down upon for "only" bringing some students to Algebra 1 level skills. I looked this teacher in the eye and asked, "How does a D- in your Algebra 2 class compare to a B- in my Algebra 1 class?" (They have to reach B level work to earn credit, which is why we are okay with them staying in Algebra 1 work if they need to.) His response? "Well, at least they've seen Algebra 2 level work before they leave high school." The arrogance and uselessness of that statement echoed through the room that day. I would love to see this conversation play out more around the country.