Students in the class of 2010 will have to pass a new, much more difficult math test to graduate high school.

No matter what your calculation skills are, it’s clear the state doesn’t have a solution to the math test dilemma.

State education officials have met with a number of lawmakers to ask them for guidance so they know how to proceed in implementing the new math test that students in the class of 2010 will be required to pass to graduate.

The test is controversial because it covers much more difficult material than previously required tests and gives students only one year to try to pass if they fail it in 11th grade. The fear is that graduation rates will plummet.

And at this point in time, the education department hasn’t even determined what a passing score would be. Even so, indications are dismal. This spring, only one-third of juniors were proficient on the existing state math test. Fewer students are expected to pass the tougher portion of the test, which covers advanced math such as algebra II.

One of the more illogical parts of this issue is there is no transition put into place to get students to this point. If the state wants all students to graduate with higher-level, abstract math skills — and that point in itself is being argued — then the curriculum has to be revamped statewide to introduce the material to younger students. That means requiring more advanced classes earlier and buying the textbooks for those grade levels. You don’t just create a test and then expect achievement to skyrocket.

Of course, the most important math for the majority of students is that used in everyday life — figuring out sales tax, percentages, measurements, gas mileage, etc. But the push is on for the U.S. to be more competitive globally in the math and science fields, so states are trying to make up for lost ground.

If Minnesota lawmakers decide they want to stick with requiring more demanding math skills, then the very least that should be done is to give students more chances to pass by administering the test sophomore year.

Anyone can figure that the odds of success are much better over a longer period of time.

— The Free Press of Mankato, Dec. 9