Statewide Accountability Practices, Detracking, and Eighth-Grade Algebra I Achievement: A Longitudinal (2003–2012) Study of California Middle Schools

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-3 - Accountability Results: Its Impact on Teacher Practice, Instruction, and Students' Lives

Abstract

For over a decade, California increased accountability for schools with regard to mathematics tracking. Policies were designed to open barriers to early algebra, which is highly correlated with college achievement and success. Included in this study is data from all California middle schools between 2003 and 2013, with a focus on the differences between high and low poverty schools' Algebra I outcomes in tracking, achievement, and placement practices in the eighth-grade. The data studied revealed successes in reducing tracking. Enrollment into Algebra I at the eighth-grade was increased for all students in all subgroups and proficiency rates in Algebra I went up for all students across all subgroups and school poverty levels—especially for Latino, African American, and low-socioeconomic subgroups.

Authors

• Natalie Ann Raymundo, San Bernardino City Unified School District

• Dennis Hocevar, University of Southern California