Outcomes of Placing Low-Performing Eighth-Grade Students in Algebra Content Courses

• In Event: Designing and Evaluating Instructional Practice and Outcomes

Abstract

Is a universal 8th grade algebra policy beneficial to low performing math students? We analyze data from three student cohorts that attended a large urban school district. We employ Ordinary Least Squares regression to determine the relationship between 8th grade math course type and academic outcomes among the lowest performing math students. Results suggest that math course placement does predict General Math California Standards Test scores, however the effect disappears when accounting for school differences. Nevertheless, 8th grade algebra course placement is significantly negatively related to 8th grade math-specific GPA. We conclude that although early algebra placement remains a goal, some students should be allowed to take 8th grade general math courses to improve basic math skills.

Authors

• Don Joseph Taylor, University of California - Davis

• Michal Kurlaender, University of California - Davis

• Heather Rose, University of California - Davis