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Furthermore, the author's argument that taking out algebra would increase graduation rate is exactly the kind of statistically pleasing nonsense that sadly seems to be the norm and might appeal to the US government. It reminds me of the NY state testing change that happened a few years ago to some tests, where high scores would be curved down and low scores would be curved up, so that the state could claim- backed by statistics, of course- that they created a test that increased the percentage of students who passed without making it too easy for higher scoring students.