ERIC Number: EJ1058620
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 40
Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence from the Wake County Public School System
Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.
Educational Evaluation and Policy Analysis, v37 n1 suppl p80S-101S May 2015
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based on a defined prior achievement metric. This policy reduced the relationship between course assignment and student characteristics such as income and race/ethnicity, while increasing its relationship to academic skill. The policy increased the share of students on track for algebra by eighth grade. Students placed in accelerated math were exposed to higher-skilled peers but larger classes. Future work will assess impacts on subsequent achievement and course-taking outcomes.
Descriptors: Middle Schools, Public Schools, Mathematics, Algebra, Acceleration (Education), Equal Education, Grade 8, Middle School Students, Enrollment, Longitudinal Studies, Access to Education, Grade 6, Grade 7
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education; Grade 6; Intermediate Grades; Grade 7
Authoring Institution: N/A
Identifiers - Location: North Carolina