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ERIC Number: ED512148
Record Type: Non-Journal
Publication Date: 2010-Oct
Pages: 20
Abstractor: ERIC
Reference Count: 22
Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Statistics in Brief. NCES 2010-016
Walston, Jill; McCarroll, Jill Carlivati
National Center for Education Statistics
This Brief is intended to provide descriptive statistics about various aspects of algebra enrollment in the eighth grade. The first analyses describe who is taking algebra in the eighth grade; findings compare eighth-grade course enrollment percentages for students with different demographic, family, geographic, and school characteristics (table 1). The second set of findings looks at eighth-grade algebra enrollment levels in the schools and reports the percentage of students who attend schools with relatively low, medium, and high levels of eighth-grade algebra enrollment by demographic, family, geographic, and school characteristics (table 2). The next set of findings incorporates data collected at the end of fifth grade. Enrollment in algebra or higher is compared by varying levels of fifth-grade mathematics achievement (figure 1), and among students with relatively strong fifth-grade mathematics scores, enrollment is compared by sex and race/ethnicity (figure 2). Enrollment in algebra or higher in eighth grade is also compared for students with varying views about mathematics as self-reported in the fifth grade (figure 3). The final set of findings describe mathematics achievement scores and other student measures from the end of eighth grade for students not yet in algebra and those in algebra or higher. First, the eighth-grade mathematics scores for those in algebra by the eighth grade and those not yet in algebra are broken down by demographic, family, geographic, and school characteristics (table 3), and by fifth-grade mathematics score quintiles (figure 4). Findings are then presented that look at student-reported enjoyment of mathematics (figure 5) and future educational expectations (figure 6) by course enrollment. Standard Error Tables is appended. (Contains 6 tables, 6 figures and 18 footnotes.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
IES Cited: ED560919