Increase postsecondary completion with more math in high school

In 2013, the Texas Legislature passed House Bill 5, the Foundation High School Program, representing the most sweeping changes in our state’s education policy in a generation.

One change in House Bill 5 reduced the number of math courses required to earn a high school diploma from four to three.

Additionally, the state only required Algebra II for students graduating with the highest honor, the Distinguished High School Diploma, and for those pursuing a STEM endorsement.

Only one in five students whose highest high school math course was Algebra II earned a 2- or 4-year college degree or an industry certificate within six years of high school graduation.

Students who take two math courses beyond Algebra II are three times more likely to graduate from college.

¹ E3 Alliance analysis of PEIMS and THECB data from the Education Research Center at The University of Texas at Austin

Prioritize Four Years of Math in High School

Exposure to high-quality math instruction in the classroom across the pipeline helps students thrive and excel in the higher skills needed for college and career.

Taking advanced math in middle and high school gives students the opportunity to:

• Experience math that complements their career goals
• Learn problem-solving skills and critical-thinking skills valuable in any career
• Apply earned credits toward a two- or four-year technical school or college
• Prepare for high-demand, high-wage jobs
• Tackle real-world tasks like personal finances

Outcomes

From 2015 to 2020, we have closed the gap between high-performing Black and White students completing Algebra I in middle school by over 90%.

As a result, more Black students are on a pathway that leads to higher likelihood of enrolling, persisting, and completing postsecondary in six years.