ERIC Number: ED462295
Record Type: RIE
Publication Date: 2001-Sep
Eighth Grade Algebra Acceleration: A Case Study of Longitudinal Effects through the High School Pipeline.
Partenheimer, Philip R.; Miller, Stephen K.
This study features a program evaluation of a policy that allows gifted 8th grade mathematics students to take algebra. The study is longitudinal and looks at the effects of taking algebra in the 8th grade and the subsequent four years of mathematics in high school. Among the specific research questions in the study are: (1) To what degree do students in 8th grade algebra progress through upper level mathematics after early entry? (2) To what extent do some of these accelerated students have negative experiences? and (3) Does the elementary school mathematics curriculum (self pacing versus traditional) affect the mathematics profile for 8th grade algebra and subsequent mathematics courses? The study concludes that the policy of accelerating students in mathematics at this particular school had a negative impact for many of those students. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).