August 16, 2023

Hays CISD increases advanced math enrollment for all students

Hays CISD improved advanced math access for all students by auto-enrolling qualifying students into advanced math classes.

Hays ISD Director of Curriculum and Instruction, Derek Daniel, sits with two young kids at their computers

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Math Linked to Success After High School

Too many high-performing math students in Texas were missing access to advanced math and subsequent coursework in high school that would best prepare them for postsecondary options.

Students who take:

Advanced math in middle and high school significantly increases post-high school success and wages in the workforce.
Math all four years in high school double their likelihood of attaining a postsecondary credential.
A college-aligned course in high school are six times more likely to complete a postsecondary credential.

Texas students begin their advanced math journey in middle school based on their 5th-grade exams.

Data

Texas

Students who completed higher levels of math in high school enrolled, persisted, and completed postsecondary education more than their peers.

Outcomes of Students Enrolled in High School for 4 Years by Highest High School Math Course Completed, Texas Class of 2017

Students who take more advanced math enroll, persist, and complete postsecondary more often than their peers.

Source: Cohort: First-time 9th grade students who were in high school for four years. Source: E3 Alliance analysis of Texas Education Agency and THECB data from the Education Research Center at The University of Texas at Austin

The Challenge

Research, however, found that enrolling in advanced math is not often based on any objective measure of demonstrated math aptitude.

In fact, a student could be recommended for advanced math by a math teacher, counselor, or through the advocacy of a parent or guardian. Or not at all.

Of all 5th-grade 2014 STAAR math test takers in Texas, 35% of Black and 50% of Hispanic students with scores in the top 20% completed Algebra I by 8th grade.

Data

Texas

Disparities exist in Algebra I completion rates for Black and Hispanic students compared to their peers, even among highest-performing cohorts.

By changing policies around advanced math placement, districts are narrowing the disparities between high-performing students taking Algebra I in 8th grade.

Percentage of students who completed Algebra I by 8th grade. Black and Hispanic students completed Algebra I at far lower rates than their White and Asian peers.

Source: E3 Alliance analysis of PEIMS data from the Education Research Center at The University of Texas at Austin

The Process

In 2020, Hays CISD reversed tactics. Rather than relying on families, teachers, or counselors to refer a student to an advanced math class, they adopted an opt-out policy.

Hays CISD now enrolls qualifying students automatically into advanced math classes. They can elect to opt-out if they wish.

The Results

More students will now take Algebra I in 8th grade, placing them in the best position for access and opportunities in high school and beyond.

“Since making this shift, our enrollment in middle school advanced mathematics courses and 8th-grade Algebra grew by 29%, allowing over 200 additional students to thrive with a more appropriate, rigorous, and challenging curriculum.”

Derek McDaniel, Director of Curriculum and Instruction, Hays CISD

McDaniel also reports an increased master’s level performance, improved school culture, and more focused student support.

Hays CISD Leading the Way in Texas Education

In 2023, Governor Abbott signed into law Senate Bill 2124, an E3 Alliance-supported, bipartisan bill that requires every public and charter school to automatically enroll the top-performing students into advanced math courses.

“More than ever, the power of networking and collaboration is imperative. Together with E3 Alliance, we work to advocate for public education and share ideas that will enhance the quality of education through our communities.”

Dr. Eric K. Wright, Superintendent, Hays CISD

Jennifer Cavazos Saenz, then E3 Alliance's Senior Director of Strategic Initiatives & Continuous Improvement, and Derek McDaniel, Director of Curriculum and Instruction, Hays CISD testifies before the Senate Education Committee in support of Senate Bill 2124.

Related Practices

promising practices

Expand access and reduce disparities by auto-enrolling highest-performing math students into advanced math pathways

Senate Bill 2124 increases access to math pathways, improves student outcomes, and reduces disparities by automatically enrolling the highest-performing math students into advanced math courses.