Education leaders in Virginia use early access to Algebra I as one method to provide students more time to take college preparatory courses in high school, thereby increasing students' likelihood of graduating prepared for college and careers. Yet, little data are available for these leaders to examine whether their approach is warranted. Members…

This study explored the influence of proof understanding strategies and negative self-concept on undergraduate Afghan students' achievement in modern algebra 1. To examine the relationships among proof understanding strategies, negative self-concept and achievement in modern algebra 1, we used structural equation modeling on data collected from…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. This study used administrative data to calculate descriptive statistics on Algebra I outcomes and attainment of college preparatory diplomas among students by their grade 5 math…

This document provides the two appendixes that accompany the full report, "Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9." Appendix A, "Methods," details the data sources, study population, and analysis methods used in the study. Appendix B, "Supporting…

These are the appendixes for the report, "What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?" To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for…

Building off of other studies that examined the effectiveness of double-dose algebra programs such as Nomi and Allensworth (2009), this dissertation compared the performance outcomes of students enrolled in one of two alternatives to traditional high school algebra, a double-dose and a single-dose algebra program. This work utilized multiple…

How should schools assign students to more rigorous math courses so as best to help their academic outcomes? We identify several hundred California middle schools that used 7th-grade test scores to place students into 8th-grade algebra courses and use a regression discontinuity design to estimate average impacts and heterogeneity across schools.…

Numerical magnitude knowledge is related to current math abilities and predictive of future math learning. However, this relationship has previously been shown only for knowledge of positive magnitudes; the present study is the first, to our knowledge, to examine the connection between magnitude knowledge and math ability with negative integers.…

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

The main purpose of this study was to assess seventh-graders? algebra performance when their teachers received professional development support regarding hypothetical learning trajectories through a web-based platform. Secondly, we aimed to investigate the relationship between student performance and the teachers? professional development in…

We describe the process of adjusting the balance between computer-based learning and peer interaction in a college algebra course. In our first experimental class, students used the adaptive-learning program ALEKS within an emporium-style format. Comparing student performance in the emporium format class with that in a traditional lecture format…

The present study is a systematic meta-analytic study of 38 primary sources investigating the effectiveness of algebra interventions for students who are struggling. We systematically searched and screened over 1,300 records for studies to include. We computed summary effect sizes for each of the 12 interventions included. We conducted 4 separate…

We know from previous survey research that teachers who hold high expectations for all of their students significantly increase the odds that those young people will go on to complete high school and college. One indicator of teachers' expectations is their approach to grading--specifically, whether they subject students to more or less rigorous…