Between 2003 and 2013, the proportion of California 8th graders enrolled in Algebra or a more advanced course nearly doubled to 65 percent. In this paper, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the Algebra-for-all effort in diverse ways. While some schools detracked by enrolling all 8th graders in Algebra, others "tracked up," creating more advanced geometry opportunities while increasing algebra enrollments. These responses created a new differentiated course structure that is likely to benefit advantaged students. Consistent with the Effectively Maintained Inequality hypothesis, we find that detracking occurred primarily in disadvantaged schools while "tracking up" occurred primarily in advantaged schools. [This paper was published in the "American Education Research Journal" v53 n4 p1229-1266 Aug 2016 (EJ1111102).]