Equal Opportunity Schooling? Examining Inequality in Eighth-Grade Algebra

• In Event: Roundtable Session 22
  In Roundtable Session: Confronting Racial Inequalities in Mathematics Education

Abstract

This study explores racial/ethnic inequality in 8th grade algebra enrollment, utilizing extensive data from over 20,000 students in a diverse, large urban school district. Quantitative analyses reveals that net of an array of factors capturing students’ social and academic background, Black and Hispanic youth remain approximately half as likely as White students to enroll in 8th grade algebra. Furthermore, analyses considering school context reveal that even in predominantly minority schools, White students remain more likely to enroll in 8th grade algebra than comparable Hispanic students. This study provides strong empirical evidence that inequality cannot be explained by differences in individuals’ background or school context; rather a student’s race/ethnicity clearly matters when considering their access to this critical gate-keeping course.

Authors

• Karisma Morton, The University of Texas

• Catherine C. Riegle-Crumb, The University of Texas