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ERIC Number: ED562715
Record Type: Non-Journal
Publication Date: 2014
Pages: 14
Abstractor: ERIC
Reference Count: 15
Effects of 8th Grade Algebra on High School Course-Taking and Math Achievement: Evidence from Changing Practices in a Large Urban District
Rickles, Jordan; Phillips, Meredith; Yamashiro, Kyo
Society for Research on Educational Effectiveness
Between 1990 and 2012, the percentage of 13-year-olds (most of whom are 8th graders) taking algebra more than doubled, from 15% to 34% (National Center for Education Statistics, 2013). Yet recent education policy changes suggest that this movement to encourage algebra-taking in 8th grade has begun to reverse course. Existing research suggests that taking more advanced math courses has positive effects on academic achievement, college enrollment, and adult earnings. Preliminary analyses results suggest that exposure to 8th grade algebra may improve math course-taking and completion but that these effects do not translate into statistically significant improvements in high school graduation rates or satisfying college eligibility course requirements. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Higher Education; Postsecondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: California