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ERIC Number: EJ1214302
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-0671
Longitudinal Algebra Prediction for Early versus Later Takers
Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.
Journal of Educational Research, v112 n2 p179-191 2019
Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. [For the Grantee Submission to this article, see ED589565.]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Cognitive Ability; Wechsler Abbreviated Scale of Intelligence
IES Funded: Yes
Grant or Contract Numbers: R305A110067