Britain鈥檚 prime minister thinks students need to learn more math.
The British prime minister鈥檚 announcement has sparked heated debate abroad about the value of continuing math education into the upper grades. But it also provides an opportunity to take a closer look at the differences between the U.K. and American systems. How much math do U.S. high schoolers take? What are they learning? And does more instruction actually lead to better outcomes?
Unlike in the United States, many students in England stop taking math after age 16. This month, the country鈥檚 new prime minister, Rishi Sunak, that he wants all students to study the subject through secondary school.
His speech didn鈥檛 signal any formal policy change, but if one is proposed, it would be a big shift for England鈥檚 education policy. Sunak said that students need the skills to manage their personal finances as adults鈥攁nd that they need to be prepared for a workforce 鈥渨here data is everywhere and statistics underpin every job,鈥� a theme that鈥檚 emerged in American math discussions, too.
Comparing two countries鈥� math systems
First, let鈥檚 consider the differences between the two systems.
In the U.S., most students take math for the majority of their high school careers. Twenty-seven states require three math courses before graduation; 17 states and the District of Columbia .
There鈥檚 a traditional course sequence in U.S. high school math. 69传媒 progress from Algebra 1 in 9th grade, to geometry in 10th grade, then Algebra 2 in 11th grade. But not everyone follows this plan, said Lindsay Perlmutter Fitzpatrick, the policy and implementation lead at the University of Texas at Austin鈥檚 Charles A. Dana Center.
A 2022 analysis of math coursetaking in nine states from the Dana Center, Student Achievement Partners, and the Education Strategy Group found that there鈥檚 a lot of variation state by state. Among these states, though, a median of 27 percent of students went through the traditional course sequence. Thirteen percent went through an accelerated track, taking Algebra I in 8th grade. But 56 percent went through some other pathway鈥攚hich may or may not include all three of those traditional courses.
Not having those foundational courses could limit students鈥� post-secondary options and achievement, Fitzpatrick said.
鈥淲e know from working with higher education instructors and faculty that in order for students to be successful in a college mathematics course鈥攁nd every program or credential requires at least one鈥攖hat students need the content that is found in Algebra 1, geometry, and most of the content that鈥檚 typically found in Algebra 2,鈥� she said.
In the U.K., the math skills that students need to graduate high school and succeed in college look different鈥攁nd the high school requirements do, too.
69传媒 take exams called the General Certificate of Secondary Education, or GCSEs, when they鈥檙e 15 or 16 years old. 69传媒 have to pass the math exam, or retake it if they don鈥檛 pass on the first try. But after that, they don鈥檛 have to enroll in any further math classes.
Depending on what students want to study at university, they may not need them. College admissions work differently in the U.K. 69传媒 apply to study a specific subject, in contrast to the U.S., where many don鈥檛 pick a major until the end of their second year. To prepare, British students take a specialized set of secondary courses and related exams called 鈥淎-Levels.鈥�
In the U.K., if a student is applying to study English literature, for example, they won鈥檛 be required to have advanced math courses or a qualifying A-level in math.
Does more math make a difference?
In the U.S., there鈥檚 a strong connection between high school math and what students do after鈥攅ven for those who aren鈥檛 in a particularly math-centric major or career.
鈥�69传媒 who take more years of math in high school have better post-secondary outcomes,鈥� Fitzpatrick said.
For Fitzpatrick, that underscores the importance of getting students from historically disadvantaged backgrounds to take more math classes. It鈥檚 an equity issue, she said.
The showed that in states that required four years of math for graduation, higher percentages of students took four years of math. This isn鈥檛 a cause-and-effect relationship, but it does suggest that 鈥渢he default requirement matters,鈥� Fitzpatrick said.
But outside of college preparedness, does more math make a difference? In his speech this month, Sunak said that he wants students to grow into adults who 鈥渇eel confident鈥� in their numeracy abilities. Can more years of math instruction make that happen?
It鈥檚 hard to know for sure. Many countries鈥攊ncluding Australia, Canada, France, Germany, Finland, and Japan鈥攔equire students to take math through age 18. But there鈥檚 a lot of variability in how these countries perform on the national stage.
The United States scores below the international average for math on the Program for International Student Assessment, or the PISA, a global test of students鈥� abilities across several subjects, including math. Other countries do much better, including China and Vietnam.
Still, watchers of these tests say it鈥檚 difficult to separate out the different factors that lead to these disparities in results. Some of it may be related to countries鈥� approaches to math instruction, but other variables鈥攕uch as countries鈥� economies, wealth disparities, and other education policies鈥攍ikely also play a role.
Some British experts have said to shore up the gaps in student skills, highlighting the importance of early numeracy education鈥攁 priority that many American educators have said needs more focus, too.
Research has shown that early math supports, both at home and at school, can help students succeed in later elementary grades.
