Dionna Christian is pleased to be taking Algebra I in eighth grade at L. Douglas Wilder Middle School in Henrico County. For her, it's a way to start high school math courses and eventually become an engineer.

Educators would like to see more students like Dionna.

In numerous surveys, American students lag behind much of the world in mathematics scores. The nation's work force is starving for scientists, engineers and tech-savvy workers, and it relies on a steady influx of foreign-educated professionals.

School districts are pushing students to take Algebra I in eighth grade -- or earlier -- and then continue with advanced courses in high school.

"We have to prepare our young people for jobs that don't even exist yet," said Jo Lynne DeMary, retired superintendent of public instruction at the Virginia Department of Education.

But the task is not simple. It requires changes that reverberate throughout the K-12 system.

Challenges include finding enough qualified teachers; changing the way math is taught in elementary schools; trying new techniques, such as single-sex classes; and encouraging students to continue taking math courses beyond minimum graduation requirements.

Currently, about 30 percent of Virginia eighth-graders take or have taken Algebra I, which for many years was considered a high school course.

Henrico mirrors that number; in the Richmond school system, the figure is 25.5 percent. Chesterfield County claims 66.5 percent and Hanover County 44.5 percent. Some advanced students take the course in seventh grade. In Petersburg, 15.01 percent of eighth-graders are enrolled.

Gov. Timothy M. Kaine has asked that all school systems in Virginia have at least 45 percent of eighth-graders successfully complete Algebra I by 2010. This is stronger than national No Child Left Behind goals, which largely leave curriculum decisions up to the states.

Dionna thinks most of her contemporaries could successfully complete the course.

"I think if they try hard enough they would," she said. "But they might have to slow it down a little."

Educators don't want to slow down. Rather, they want to streamline the mathematics learning process.

Jean Murray, assistant superintendent of instruction in the Henrico school system, said the district is taking a hard look at late elementary school math to find the appropriate direction for middle school.

Teachers are encouraged to stress fundamentals and find new ways to help students learn and retain information. Instead of rote memorization, some play math games such as the popular "24" or use online tutorials.

Henrico recently released a report from its Algebra Task Force, which spent much of the past year researching ways to improve student performance.

The task force recommended strategies including enhanced summer programs; incentives to recruit and retain teachers, extended contracts, pay increases and additional staff development; cohort programs; math coaches at every elementary and middle school; and additional time for teacher development, possibly by lengthening the school day by 12 minutes.

Educators stress that success in Algebra I opens doors for students.

"Algebra I is the gateway. You couldn't take higher levels of mathematics without it. The earlier you take it, the more opportunities you'll have," said DeMary, who now serves as director of the Center for School Improvement at Virginia Commonwealth University School of Education.

Several studies have shown that students who complete Algebra I by the end of eighth grade increase their chances of attending a four-year university and graduating by almost 100 percent.

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Another possibility for math success is single-gender education, often not found in public schools. Reduced peer pressure allows students to concentrate more on studies.

Tuckahoe Middle School in Henrico will begin optional single-sex math and science classes next year, said Brian Fellows, the school's principal.

"Based on research, we can acknowledge that students learn in different ways," he said.

Tuckahoe will offer the classes to some sixth-graders, then follow them through the three years they remain in the program.

Laburnum Elementary School has run some single-sex classes in the past few years, Murray said. "One thing they've seen is better engagement and attendance and reduced discipline." A handful of other schools across the region offer some single-gender classes.

Increased focus on mathematics means school districts will compete to attract and retain quality educators. Also, already-tight budgets would require reworking to fund new positions.

"We will have to get a lot more creative with staffing schools," DeMary said. "We're going to have to do a better job with developing teachers. There is a math teacher shortage."

The Algebra I initiative is challenging, she admitted. "But it's worth the hard work for our young people and our economy, and it's certainly worth it for our nation as we attempt to compete with countries around the globe. I'm afraid we can't afford not to compete."
Contact Lisa Crutchfield at (804) 649-6362 or lcrutchfield@timesdispatch.com.