In:
Educational Evaluation and Policy Analysis, American Educational Research Association (AERA), Vol. 37, No. 1_suppl ( 2015-05), p. 80S-101S
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.
Type of Medium:
Online Resource
ISSN:
0162-3737
,
1935-1062
DOI:
10.3102/0162373715576076
Language:
English
Publisher:
American Educational Research Association (AERA)
Publication Date:
2015
detail.hit.zdb_id:
2174079-3
SSG:
5,3