NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED608303
Record Type: Non-Journal
Publication Date: 2020-Oct
Pages: 14
Abstractor: As Provided
Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9. REL 2021-038
Yamaguchi, Ryoko; Jonas, Deborah Lynne; Schmidt, Rebecca Anne; Sieber, Mark; Buffington, Pam; Neumayer DePiper, Jill; Aroaz, Carmen
Regional Educational Laboratory Appalachia
Education leaders in Virginia use early access to Algebra I as one method to provide students more time to take college preparatory courses in high school, thereby increasing students' likelihood of graduating prepared for college and careers. Yet, little data are available for these leaders to examine whether their approach is warranted. Members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. This study examined whether these students passed the Algebra I state assessment and whether they earned a college preparatory diploma. The study used administrative data to calculate descriptive statistics for one cohort of Virginia grade 5 students who completed Algebra I in grades 7-9. The results for the overall study population are presented by students' proficiency level on the grade 5 math state assessment and disaggregated for economically disadvantaged students and English learner students. Among students in the overall study population who scored at the advanced proficient level in grade 5 math and completed Algebra I in grade 7, 90 percent passed Algebra I, and 80 percent earned a college preparatory diploma. The percentage of economically disadvantaged students who passed Algebra I was 10 percentage points lower than the percentage of the overall study population, and the percentage who earned a college preparatory diploma was 18 percentage points lower. There were similar differences in performance for students who completed Algebra I in grade 8 or 9. The study findings suggest the need to better understand Algebra I placement policies and practices and whether they unintentionally contribute to differences in student access to Algebra I and subsequent outcomes. [For the appendixes, see ED608304. For the study snapshot, see ED608305.]
Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site:
Publication Type: Reports - Research
Education Level: Secondary Education; Elementary Education; Grade 7; Junior High Schools; Middle Schools; Grade 8; Grade 9; High Schools; Higher Education; Postsecondary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Appalachia (ED); SRI International
Identifiers - Location: Virginia
IES Funded: Yes
Grant or Contract Numbers: EDIES17C0004