Should all students study algebra in eighth grade? Would offering early access to algebra to all students help close the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures. This study addressed the problem of achievement gaps among underrepresented populations by examining the study of algebra in eighth grade and its impact on student performance, achievement, and attainment. The purpose of this study was to explore the policy implications and potential benefits of providing algebra instruction to all students.