College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago

Allensworth, Elaine; Nomi, Takako; Montgomery, Nicholas; Lee, Valerie E.

doi:10.3102/0162373709343471

Cited by 117 publications

(106 citation statements)

References 27 publications

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“…Research has documented the inequitable distribution of educational resources and access to knowledge that has contributed to the achievement gap (Adelman, 2006;Allensworth, Nomi, Montgomery, & Lee, 2009;Spielhagen, 2006). These resources include access to equitable funding and state-of-the-art equipment and materials for learning, access to highly qualified teachers, 3 access to a rich curriculum, and access to safe and orderly learning environments.…”

Section: Measures Of Opportunities To Learnmentioning

confidence: 99%

Redesigning systems of school accountability: A multiple measures approach to accountability and support

Bae

2018

EPAA

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Abstract:The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and reform advocates are calling for a more meaningful next phase of school accountability, one that promotes continuous support and improvement rather than mere compliance and efforts to avoid punishment (Center for American Progress & CCSSO, 2014;Darling-Hammond, Wilhoit, & Pittenger, 2014). This paper reviews state and district level accountability systems that incorporate a multiple measures approach to accountability and highlights the following features that represent redesigned systems of accountability: 1) broader set of outcome measures, 2) mix of state and local indicators, 3) measures of opportunities to learn, 4) data dashboards, and 5) School Quality Reviews. The paper concludes with guidance for policymakers and practitioners on ways to support the development and implementation of a multiple measures system of accountability so that school accountability Reestructuración de los sistemas de responsabilidad escolar: Un enfoque de medidas múltiples para la rendición de cuentas y el apoyo Resumen: Debido a los desafíos que enfrentan nuestros niños en el siglo 21, las escuelas tienen una gran responsabilidad de preparar a los estudiantes para la universidad, la carrera profesional y la vida y deben rendir cuentas por algo más que las pruebas académicas y los reportes sobre una lista de resultados limitados a niveles mínimos de competencia. Por lo tanto, académicos, educadores y defensores de la reforma piden que la próxima fase de responsabilidad escolar sea más significativa, una que promueva el apoyo y el mejoramiento continuo en lugar de la conformidad y los esfuerzos para evitar el castigo (Center for American Progress & CCSSO, 2014; Darling-Hammond, Wilhoit y Pittenger, 2014). Este documento revisa los sistemas de responsabilidad a nivel estatal y del distrito que incorporan un enfoque de medidas múltiples para la rendición de cuentas y destaca las siguientes características que representan sistemas rediseñados de responsabilidad: 1) una lista más amplia de medidas de resultado, 2) combinación de indicadores estatales y locales, 3) medidas de oportunidades para aprender, 4) tableros de datos, y 5) Revisiones de Calidad Escolar. El documento concluye con una guía para los formuladores de políticas y profesionales sobre formas de apoyar el desarrollo y la implementación de un sistema de responsabilidad múltiple de medidas múltiples para que la responsabilidad escolar sea sinónimo con responsabilidad para un aprendizaje más profundo y apoyo para el proceso de mejora continua. Palabras clave: responsabilidad escolar; medidas múltiples; la mejora continua Reestruturação dos sistemas de responsabilização escolar: Uma abordagem multifacetada para a responsabil...

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Section: Measures Of Opportunities To Learnmentioning

confidence: 99%

Redesigning systems of school accountability: A multiple measures approach to accountability and support

Bae

2018

EPAA

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“…In response to concerns regarding equity in exposure to algebra, many policymakers have advocated for early and universal access to algebra, with some districts and states mandating Algebra I for all ninth-grade students (as in Chicago, see Allensworth, Nomi, Montgomery, & Lee, 2009;Nomi, 2012) and others for all eighthgrade students (e.g., Burris, Heubert, & Levin, 2006;Silver, 1995;and, for an account of a statewide policy in California, see Bitter & O'Day, 2010). The "Algebra-for-All" movement has generated substantial debate (Loveless, 2008;Schneider, 2009;Silver, 1995), at the heart of which lies a tension regarding student readiness for algebra.…”

Section: Motivationmentioning

confidence: 99%

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra

Dougherty¹,

Goodman

Hill

et al. 2015

Educational Evaluation and Policy Analysis

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Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based on a defined prior achievement metric. This policy reduced the relationship between course assignment and student characteristics such as income and race/ethnicity, while increasing its relationship to academic skill. The policy increased the share of students on track for algebra by eighth grade. Students placed in accelerated math were exposed to higher-skilled peers but larger classes. Future work will assess impacts on subsequent achievement and course-taking outcomes.

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“…Findings from a high school programme in the US support this argument. As a consequence of teaching more difficult algebra courses in middle school rather than in high school, Allensworth et al (2009) and Clotfelter et al (2015) find negative effects on student performance in later mathematics courses. Overall, our findings are in line with Büttner & Thomsen (2015), who analyse the G8-reform effect on final exam grades in mathematics and languages.…”

Section: Panel C Ofmentioning

confidence: 99%

“…Students have less time outside school hours to process and understand the material and revise for tests and exams and they may not be prepared well enough to cope with the new curriculum content. Allensworth et al (2009) andClotfelter et al (2015) show that shifting curriculum content from later school years to earlier years can have negative effects on student performance if students are not ready for this content. Overtaxing students is also a reason that is likely to apply across institutional contexts.…”

Section: External Validitymentioning

confidence: 99%

Compressing instruction time into fewer years of schooling and the impact on student performance

Huebener

Marcus

2017

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence.https://creativecommons.org/licenses/by-nc-nd/4.0/ www.econstor.eu AbstractIs it possible to compress instruction time into fewer school years without lowering education levels? A fundamental reform in Germany reduced the length of academictrack schooling by one year, while increasing instruction hours in the remaining school years to provide the same overall instruction time and curriculum. Using aggregated administrative data on the full population of students, we find that the reform increases grade repetition rates and lowers final grade point averages, without affecting graduation rates. The results suggest adverse reform effects on student performance, but the economic significance of the effects appears moderate.Keywords: Instruction time; student performance; G8 education reform; difference-in-differences; wild cluster bootstrap JEL: I21, I24, I28, J18, D04 * Corresponding author: Mathias Huebener, Department of Education and Family, DIW Berlin, Mohrenstraße 58, 10117 Berlin, Germany. Email: mhuebener@diw.de. This is the preprint of an article published in Economics of Education Review 58 (2017), pp. 1-14, available online at: http://dx.doi. org/10.1016/j.econedurev.2017.03.003 © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ I IntroductionHigh levels of education and early labour market entries are both important for the international competitiveness of economies, but there seems to be a trade-off between the two. This trade-off and the debate on the optimal number of school years is becoming increasingly important as general levels of education increase across OECD countries (OECD, 2015). A recent school reform in Germany provides novel insights into the possibility of educating children up to the same level of skills over a shorter period of time. German students were among the oldest across all OECD countries to acquire the qualifications needed to study at university. ...

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College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago

Cited by 117 publications

References 27 publications

Redesigning systems of school accountability: A multiple measures approach to accountability and support

Redesigning systems of school accountability: A multiple measures approach to accountability and support

Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra

Compressing instruction time into fewer years of schooling and the impact on student performance

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