Fran’s voice rang out like a gunshot amidst a large, crowded room. With the turmoil surrounding Texas math education and the plethora of data I was collecting in this focus group interview with six Algebra 2 teachers, I was suffering from information overload. At this early stage in my data collection process for my doctoral dissertation, every new statement added to the tornado of statistics, facts, and emotions swirling in my neophyte brain.

I was fighting to maintain my professional demeanor; meanwhile, I was giddy as these teachers not only wanted to participate in my study, but they had a lot of great quotes and thoughts about my research concerns. But then, like the turning point in a great thriller, Fran responded, and I sensed the chills scaling my spine as I realized, “This just got real.”

In attempting to discover the professional opinions of Algebra 2 teachers concerning the changing math landscape, my interview questions encompassed the Algebra-for-All movement, college versus workplace preparation, tracking, the 4×4 Recommended High School Plan (RHSP), graduation rates, and the impact on individual teachers’ teaching environments. Concerning the impact on teachers of the policy positions of the state of Texas, I asked about the panel’s desire to continue teaching high school mathematics. Their answers were contemplative but measured with a determination to remain in the profession despite the enormous challenges and silent agreement in spite of the policymakers. Fran dissented, however, as she spoke honestly with piercing, young eyes stopping and starting, “Yes… The things that we’ve talked about have… me wavering on whether I do want to teach… high school math anymore.”

I had already shifted my young research mind from wanting to prove my point as the impetus for getting a doctorate to wanting to truly find out what teachers believed. Now, my purpose shifted again from wanting to discover teachers’ opinions to needing to tell their story. I realized at that point that the voices of the teachers I would come into contact with along the way were significantly unknown, and their yearning to be heard was often emotionally overpowering. Ultimately, at least I heard their voices; my belief is that their professional opinions should matter to policy makers.

Interacting with ten teachers at two separate high schools in two focus group interviews; ninety-one respondents to a lengthy online questionnaire; and three individuals during in-depth interviews, I discovered that these Algebra 2 teachers were optimistic about the potential impact of Algebra 2 on all students but were pessimistic regarding the realities of Texas’s expectations for all students. The teachers revealed a number of interesting opinions: graduation rates would probably be negatively affected by graduation and math requirements; Algebra for all was unlikely to be successful because students were generally unprepared for Algebra 1, let alone Algebra 2, and this level of mathematics is overwhelming for many students; honest assessment reveals that all students will not be going to college; high schools ought to work harder at developing alternative paths to graduation for children; requirements involving Algebra 2 need to be reevaluated; a one-size-fits-all approach is doomed to fail; the RHSP is not having the expected positive impact on students or education; tracking is valuable and should be expanded for mathematics while being purposefully monitored to emphasize and maximize success; recent changes were not improving student learning or opportunities for postsecondary endeavors: and, lastly, more than one-third of the participants had a lessened desire to teach math.

In the end, the doctoral study process was powerful and enlightening. I found that consensus on most issues is difficult to achieve, but the Algebra 2 teachers in my study were passionate and informed members of the educational community who felt that their input was seriously undervalued by decision makers. I am hopeful that I am able to get some of their sentiments into the ears of governmental leaders, which may lead to positive social changes. I have received a lot of great feedback so far from those I have communicated my results to, with one explosively loud exception; when I e-mailed the executive summary of my dissertation to Fran early the following school year, the e-mail was returned with a delivery failure indicating she no longer worked in her previous position. I wonder if Fran will be an example or a trend.

Full dissertation (Teachers’ Perceptions of State Decision-Making Processes for Mathematics Curricula by Brett Bothwell, Ed. D.) can be found in online databases or at http://gradworks.umi.com/35/44/3544187.html.