The New York State Algebra 1 Regents Examination is the first high-stakes end-of-course math exam most New York students take in high school. Historically required for graduation with a Regents Diploma, it assesses students’ mastery of the Algebra 1 curriculum as defined by the NYSED learning standards.
Effective June 2024, the Algebra 1 Regents was updated to reflect the Next Generation Learning Standards (NGLS), which are New York’s revised version of the Common Core-aligned standards. Knowing what changed — and what stayed the same — is essential for focused preparation.
ViewMath is not affiliated with or endorsed by the New York State Education Department. Always check nysed.gov and nysedregents.org for the most current exam information.
Algebra 1 Regents Format
The current Regents Examination in Algebra I consists of four parts:
- Part I: 24 multiple-choice questions (2 points each = 48 points)
- Part II: 6 open-ended questions (2 points each = 12 points)
- Part III: 4 open-ended questions (4 points each = 16 points)
- Part IV: 1 open-ended question (6 points = 6 points)
Total: 82 raw points, converted to a scaled score. A scaled score of 65 or higher earns a passing grade for Regents Diploma requirements. Scores of 75 and above are generally considered indicators of college readiness at SUNY and CUNY institutions.
The exam is administered three times per year: January, June, and August.
Key Topics on the Algebra 1 Regents
Linear Equations and Inequalities
This is the foundation of Algebra 1 and carries significant weight. Students must solve multi-step equations and inequalities, including those with variables on both sides. Literal equations (solving for a variable in terms of others) also appear. Example: Solve for h in A = (1/2)bh.
Linear Functions and Graphs
Students work with slope-intercept form (y = mx + b), point-slope form, and standard form. They interpret slope as a rate of change in real-world contexts, identify x- and y-intercepts, and write equations from graphs and tables. The Regents frequently asks students to model situations with a linear function and use it to make predictions.
Systems of Linear Equations and Inequalities
Students solve systems algebraically (substitution and elimination) and graphically. They also interpret the solution to a system in context. Systems of inequalities — graphing solution regions — are part of the curriculum and appear in multi-part open-ended questions.
Polynomial Operations and Factoring
Students add, subtract, and multiply polynomials. Factoring includes: GCF factoring, factoring trinomials ax² + bx + c, difference of two squares, and perfect square trinomials. The Regents consistently tests whether students can factor correctly before using the zero product property to solve quadratics.
Quadratic Functions and Equations
Students solve quadratic equations by factoring, completing the square, and using the quadratic formula. They work with parabolas: finding the vertex, axis of symmetry, and interpreting graphs. The discriminant is used to determine the number and nature of solutions.
Exponential Functions
Students interpret and compare exponential growth and decay models (f(x) = ab^x), distinguish them from linear functions in tables and graphs, and use them to model real-world contexts such as population growth and depreciation.
Statistics
Univariate statistics (measures of center and spread, normal distribution basics) and bivariate statistics (scatter plots, lines of best fit, correlation) are both tested. Students also work with two-way frequency tables to analyze categorical data.
Sample Practice Problems
Multiple-choice style: Which equation represents a line with slope −3 passing through (2, 5)?
A) y = −3x + 11 B) y = −3x − 1 C) y = 3x + 11 D) y = −3x + 5
Answer: A. Use y − 5 = −3(x − 2) → y = −3x + 6 + 5 = −3x + 11.
Open-ended style: The population of a city is modeled by P(t) = 50,000(1.03)^t, where t is years since 2010. (a) What was the population in 2010? (b) What does 1.03 represent in this context? (c) What is the predicted population in 2025?
Solutions: (a) 50,000 (when t = 0). (b) A 3% annual growth rate. (c) P(15) = 50,000(1.03)^15 ≈ 77,898.
Factoring: Factor completely: 3x² − 12x − 15.
Solution: First factor out 3: 3(x² − 4x − 5). Then factor the trinomial: 3(x − 5)(x + 1).
Study Plan: 4 Weeks to the Algebra 1 Regents
Week 1: Linear Functions and Equations
Review slope, linear equations, and graphing. Practice writing equations from two points, from a graph, and from a verbal description. Solve 20 multi-step equations and inequalities. End the week with a 20-question linear equations quiz.
Week 2: Systems, Polynomials, and Factoring
Solve 10 systems of equations per day using substitution and elimination. Then move to polynomial operations: adding, subtracting, and multiplying. Practice the factoring techniques: GCF, trinomials, and difference of squares. End Week 2 with a 20-question mixed quiz.
Week 3: Quadratics, Exponentials, and Statistics
Work through quadratic functions: vertex, axis of symmetry, factoring to find zeros, and using the quadratic formula. Then cover exponential functions and growth vs. decay problems. Finish with scatter plots, best-fit lines, and reading two-way frequency tables. End the week with a 20-question mixed topic quiz.
Week 4: Full Regents Practice Tests
Take two or three full-length practice tests (released Regents exams are available at nysedregents.org). Time yourself on Part I, then complete the open-ended sections. After each test, review every wrong answer and track your error topics. Focus the final days on those topics.
Algebra 1 Regents Preparation Resources from ViewMath
ViewMath offers Algebra 1 workbooks, practice test books, and study guides aligned to the Common Core State Standards and suitable for students preparing for state end-of-course assessments. Explore the Algebra 1 collection in the sidebar.
ViewMath is an independent publisher. Our materials are not official NYSED materials and are not endorsed by the New York State Education Department.
