Table 14 shows the variation, by geographic region, in the percentage of schools offering mathematics courses. The percentage of schools offering plane geometry varied greatly among the geographic regions. In the South Atlantic region only 58.7 percent of the schools included plane geometry in their offerings, while in the Middle Atlantic region the percentage was In the West South Central region only 16.6 percent of the schools offered trigonometry and in the Middle Atlantic region, 74.2. Likewise, the percent offering “other” mathematics was 5 times greater in one region than in another.

Table 15 shows the variation, by geographic region, in the number and percent of pupils in schools that did not offer certain mathematics courses. In the Pacific region the schools that did not offer plane geometry enrolled only 1.9 percent of the 10th grade pupils in that region, while in the West South Central region the figure was 11.9 percent. The schools in the West North Central region that did not offer intermediate algebra had 4,494 pupils in the 11th grade, the grade where the subject is usually offered. The great variation among high schools offering college preparatory mathematics is indicated by the number and percent of schools that offered neither intermediate algebra, trigonometry, solid geometry, nor "other" mathematics. In the Middle Atlantic region only 83 schools, representing 0.4 percent of the 12th grade pupils in that region, failed to offer these subjects, while in the West North Central region there were 2,769 schools, representing 19.1 percent of their 12th grade pupils.

During a national shortage of specialized personnel is it not unfortunate that so many schools in certain sections of our Nation fail to provide an opportunity for youth to develop their full potential in mathematics?

Enrollments in Mathematics Courses

Table 16 shows the percentage of pupils in the last 4 years of public high schools enrolled in algebra, geometry, and trigonometry from 1889-90 through 1956-57. The percentage of pupils enrolled in algebra declined steadily from 1900 to 1954. During 1954-56, however, the percentage increased from 24.8 to 28.7. Geometry is usually recommended for college preparatory pupils, especially those who plan on scientific careers. For many years the percentage of pupils enrolled in this subject declined and from 1934 to 1954 the actual enrollments decreased. This study indicates, though, that the trend has changed.

2 For names of the States included in the region, see table 24, p. 331.

TABLE 16. Percentage of pupils in the last 4 years of public high schools in certain mathematics courses 1889-90 through 1956-57

1-Biennial Survey of Education in the United States, 1948–50, chapter 5, p. 107. Washington: U. S. Government Printing Office, 1951.

2 Brown, Kenneth E. Mathematics in Public High Schools, Bulletin 1953, No. 5, p. 34. Washington: U. S. Government Printing Office, 1953.

3 Offerings and Enrollments in Science and Mathematics in Public High Schools, Pamphlet No: 118, p. 16. Washington: US. Government Printing Office, 1956. Estimate based on this studv.

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In interpreting Table 16, at least two facts should be recalled. First, the percentage given is the ratio of pupils taking the subject to all the pupils in the last 4 years of high school. For example, the percentage for trigonometry in 1956 is 2.9, which means that 2.9 percent of all those enrolled in the last 4 years of high school were enrolled in trigonometry in the fall of 1956. Normally, enrollment in the 12th grade (where trigonometry is usually offered) would not constitute more than 20 to 25 percent of the total enrollment in the last 4 years of high school. Thus, the maximum enrollment in trigonometry would not likely exceed that percentage. Second, the number of high school pupils has increased in recent years. The percentage of pupils in a subject may have remained constant or even decreased, while the number actually increased. The percentage of pupils enrolled in trigonometry has remained rather constant but the number has increased 20-fold since 1900.

Enrollments Expressed as the Percentage of the Pupils

A different, perhaps more accurate, picture of mathematics enrollments is given by using, as a base, the enrollment in the grade where the course is normally offered rather than the total enrollment in the last 4 years of high school.

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Percent of 11th grade pupils in intermediate algebra: Fall 1956 19

TABLE 17.-Comparison of enrollments, by type of school, in certain mathematics courses expressed as the percent of pupils in grade where course is usually offered: Fall 1954 and fall 1956

Table 17 shows enrollments in mathematics expressed as the percentage of pupils in the grade level where the course is usually offered. It may be read as follows: The number of pupils enrolled in elementary algebra in all schools in 1954 was 64.5 percent of the number of pupils in the 9th grade; in 1956, 67.0 percent. The junior high school has had a greater increase in algebra pupils than any other type of school. Although enrollments in both elementary algebra, a college preparatory course, and general mathematics, a noncollege preparatory course, increased, the former increased more. In the junior high school the combined enrollment in general mathematics and algebra was equal to 85.8 percent of the pupils in the 9th grade in 1954 and 92.8 percent in 1956. The combined enrollments in general mathematics and elementary algebra, however, in some schools exceeded 100 percent of the 9th grade pupils. This is because some 10th grade pupils took elementary algebra.