Examining the Opportunities to Learn Algebra in Districts With Universal Early Algebra Policies

• In Event: Roundtable Session 28
  In Roundtable Session: STEM: Educational Opportunities and Outcomes

Abstract

The issue of who should take algebra, when, and using what resources has been at the center of policy and practice debates in mathematics education for three decades. Yet many of the most prominent policy recommendations derive from broad analyses of student testing data or generalize from studies of single large urban districts. One important area of contention is universal early algebra policies at 8th or 9th grade. In this study, we draw on a national survey of district algebra policy to examine opportunities to learn across four dimensions: human resources, curriculum, course structure, and assessment. We analyze differences in response patterns between the full sample and districts implementing universal early algebra policies.

Authors

• Michael Steele, University of Wisconsin - Milwaukee

• Janine Remillard, University of Pennsylvania

• John Baker, 21st Century Partnership for STEM Education