Learning Resources

Leadscape is now accepting applications!. Download the application (PDF).

Find out what we’ve been up to! Download the Quarterly Report here!

New Project Forum report on Principal Preparedness to Support Diverse Learners

ability abridged accommodations accuracy action activities administrators adolescent alliance alternate america applies asian assistance attitudes author background blind building characteristics coaching cognitive collaborative collection compared comprehensive conditions connections content context continuing copied council counselors creating critical current database decision describes determine developmental discrimination disorders disparities disproportionality distribution documents download economic efforts emailed emotional engagement ensure environment equalization equitable exceptional expectations explores express factors focus focuses framework funding future gender general gifted governance graduation handbook handouts health helping higher hispanic holder human identity immigrant impact implementation implications important income increasing indicator inequality influence initiative inquiry institute integration interactions international intervening involvement justice kindergarten knowledge large latino leaders lessons listserv local longitudinal making management material matters means mental methods monitoring multicultural multiple number offers organization original paper peers people perceptions permission personal perspectives planning population posted postsecondary poverty power powerpoints preparation preschool prevention print problem process proficiency progress project promoting property psychology psycinfo published questions rates readiness recommendations record reduce refer reflective related relationship requirements retardation selected series serve settings significant sites skills slide society socioeconomic specific start statistics status stereotype structure struggling suggests survey teams technical technology topical total training trends universal users version warranty working writing written years young youth

Journal Article: Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

Journal Article » Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

Categories

MATHEMATICS, ALGEBRA, EDUCATION -- Curricula, EDUCATION, Elementary, MIDDLE school students

Authors

Spielhagen, Frances R.

Published

2006, Fall2006

Publisher

Prufrock Press

Abstract

Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in eighth-grade algebra in one district that implemented an initiative to increase access. The outcomes of students with similar ability, as measured by preassessment in seventh grade, were compared. The groups performed similarly on end-of-course exams in high school math and the mathematics section of the SAT I. However, students who completed algebra in the eighth grade stayed in the mathematics pipeline longer and attended college at greater rates than those who did not. Because of the sequential nature of mathematics course work, students taking algebra at an earlier age have the opportunity to enroll in more advanced courses in the future. Results suggest the need for further exploration of how to provide access and promote enrollment in eighth-grade algebra for students who demonstrate readiness. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Advanced Academics is the property of Prufrock Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Files