Algebra by the Eighth Grade: The Association Between Early Study of Algebra I and Students’ Academic Success

Lee, Se Woong; Mao, Xinyi

doi:10.1007/s10763-020-10116-3

Cited by 9 publications

(2 citation statements)

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“…To many people, mathematics is one of the most important subjects a student has to study for. As parents' zeal for education increases over generations, younger students are learning and solving problems designated for older students to solve (Lee & Mao, 2021). Math tracking is quickly spreading to parts around the world and high schools and universities are more likely to accept a student that has better marks in math and took high-level courses than a student who took low-level courses.…”

Section: Discussionmentioning

confidence: 99%

The Barcelona Conference on Education 2023: Official Conference Proceedings

2023

BCE Official Conference Proceedings

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Section: Discussionmentioning

confidence: 99%

The Barcelona Conference on Education 2023: Official Conference Proceedings

2023

BCE Official Conference Proceedings

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“…Completion of eighth-grade algebra is associated with higher mathematics achievement and completion of additional, advanced mathematics courses. Lee and Mao (2020) analyzed data from the High School Longitudinal Study of 2009 and found that taking Algebra I by eighth grade was associated with increases in ninth- and eleventh-grade math achievement ( d = .59 and d = .56, respectively). In addition, students who completed Algebra I by eighth grade were 17% more likely to take calculus in high school compared with those who took Algebra I in high school.…”

Section: Accelerated Middle School Mathematicsmentioning

confidence: 99%

The Where and Why of Accelerated Middle-School Mathematics

Peters

Carter

2023

Gifted Child Quarterly

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Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of mathematics learning needs, some schools offer certain courses in earlier grades than is typical. In this study, we analyzed multiple, large, national datasets to understand which schools provide access to seventh-grade algebra and eighth-grade geometry. Next, we explored what factors predicted school-level access to those courses and the proportion of eligible students enrolled in either course. We found that access varies widely across, and even within, states and districts, with factors such as parental education and within-district economic segregation remaining predictive even after controlling for average school achievement. In general, predictors of the proportion of a school identified as gifted were weaker, but schools in more-segregated districts and those with larger proportions of White students enrolled did tend to enroll fewer students in either math course.

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