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ERIC Number: EJ1085763
Record Type: Journal
Publication Date: 2015-Jul
Pages: 31
Abstractor: As Provided
Reference Count: 73
ISSN: EISSN-2151-2612
Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies
Howard, Keith A.; Scott, Allison; Romero, Martin; Saddler, Derrick
Journal of Urban Mathematics Education, v8 n1 p31-61 Jul 2015
In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL0941014