Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. This study used administrative data to calculate descriptive statistics on Algebra I outcomes and attainment of college preparatory diplomas among students by their grade 5 math proficiency level and when they completed Algebra I (grade 7, 8, or 9). The study found that even among students who scored at the same grade 5 math proficiency level, the timing of Algebra I completion and the rates of earning a college preparatory diploma varied across the overall study population and by students' economic status and English learner status. The results can help Virginia stakeholders review and refine policies and practices that may unintentionally contribute to differences in student access to Algebra I and subsequent outcomes. [For the full report, see ED608303. For the appendixes, see ED608304.]