Algebra for All? Examining a "Successful" STEM Detracking School Reform

• In Event: Examining and Applying School Reform Policies and Initiatives

Abstract

This impact study explores the longitudinal effects and limited success of a district-wide “Algebra for All” detracking policy that effectively desegregated eighth grade algebra courses in a large southern district. Considered a “gateway” course, the study of algebra can open doors to advancement in further study in math and science and in entrance into STEM careers. This study focuses on a successful school reform a decade after its implementation by showing exactly how these school leaders redefined opportunity in this district and provided access for historically marginalized students to algebra in eighth grade. It also examines the success of this “algebra for all” school reform in terms of future STEM involvement by these traditionally under-represented students.

Author

• Frances R. Spielhagen, Mount Saint Mary College