Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra

Abstract

Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based on a defined prior achievement metric. This policy reduced the relationship between course assignment and student characteristics such as income and race/ethnicity, while increasing its relationship to academic skill. The policy increased the share of students on track for algebra by eighth grade. Students placed in accelerated math were exposed to higher-skilled peers but larger classes. Future work will assess impacts on subsequent achievement and course-taking outcomes.

Bounding, An Accessible Method for Estimating Principal Causal Effects, Examined and Explained

“…Edmunds et al [2010] found that being assigned to an ECHS had strong, positive impacts on ninth grade student outcomes. Students given access to an ECHS were significantly more likely to enroll in and complete Algebra I, considered a gateway course for college-preparatory mathematics [Dougherty et al, 2015], as well as have lower rates of school absence and suspension. In addition, those offered the ECHS opportunity were five percentage points more likely to be "on-track" for college at the completion of ninth grade, meaning that they were on-track to complete the Future-Ready Core Graduation Requirements specified by the state of North Carolina.…”

Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative

“…The bias being that with only high-achieving students provided the opportunity of taking Algebra I in Grade 8, those middle-of-theroad students, who may be successful in Algebra I, are not given the opportunity to go on to advanced coursework later on in high school (Coltfelter, Ladd & Vigdore, 2012;Rickles, 2013). Other factors, such as teacher recommendations often exclude students who may benefit from an advanced pathway as well (Dougherty, Goodman, Hill, Litke & Page, 2015).…”

“…In this sense, Algebra I can be viewed as a gatekeeper course (Dougherty, Goodman, Hill, Litke & Page, 2015;Rickles, 2013). Early access to Algebra I, or the lack thereof, determines subsequent high school mathematics courses (Smith, 1996).…”

“…Proponents of universal Algebra I argue that early access ensures all students who are capable of doing the work are given the opportunity, thus allowing for students who are usually underrepresented the opportunity to get out of a remedial pathway that does not give the students the capability of ever meeting grade level content (Dougherty, Goodman, Hill, Litke & Page, 2015). Opponents of universal Algebra I argue that the course will become watered down to meet the needs of lower-achieving students, thus changing the course's predictive nature of later success (Burris, Heubert & Levin, 2004;Dougherty, Goodman, Hill, Litke & Page, 2015;Loveless, 2008).…”

“…Opponents of universal Algebra I argue that the course will become watered down to meet the needs of lower-achieving students, thus changing the course's predictive nature of later success (Burris, Heubert & Levin, 2004;Dougherty, Goodman, Hill, Litke & Page, 2015;Loveless, 2008). In the event that the course is not watered down, opponents believe that mandating all Grade 8 students to take a course that some are not academically prepared for is inappropriate (Domina, 2014;Dougherty, Goodman, Hill, Litke & Page, 2015), causing the student to be unsuccessful in the course without the proper supports (Dougherty, Goodman, Hill, Litke & Page, 2015) and increasing his/her mathematics learning gap (Clotfelter, Ladd & Vigdor, 2012;Domina, 2014;Loveless, 2008). Those students who are unprepared will face additional frustrations related to mathematics learning which could have the negative effect of the student dropping out of school.…”