ERIC Number: EJ1011985
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade
Rickles, Jordan H.
Journal of Educational Research, v106 n4 p251-268 2013
Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these positive effects hold up when the analysis is expanded to examine effect heterogeneity. Using a nationally representative sample of eighth-grade students in 1988, the author examined sensitivity of findings to methods for selection bias adjustment, heterogeneity across the propensity to take algebra in Grade 8, and across schools. The findings support past research regarding positive benefits to Grade 8 algebra and are consistent with policies that increase access to algebra in middle school. (Contains 2 tables and 4 figures.)
Descriptors: Algebra, Mathematics Instruction, Grade 8, Middle School Students, Secondary School Mathematics, Mathematics Achievement, Student Placement, Followup Studies, Course Selection (Students), Comparative Analysis, Bias, Scores, Regression (Statistics), Grade 12, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 8; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A