Step Up or Step Back: Impact of Middle School Algebra on Educational Outcomes

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Quantitative Studies Exploring Course-Taking Patterns in Science and Math Education in High School and Beyond (Table 9)

Abstract

This study considered the impact of taking middle school algebra on educational returns. It explores the composition of middle- and high-school Algebra 1 courses taken by participants in the HSLS:09 survey and compares results to those obtained in prior studies using the ECLS:99 and the ELS:02. The study finds multiple differences in the background characteristics of accelerated and non-accelerated math students. It found middle school algebra increased the likelihood students achieved outcomes of interest among all racial sub-groups. The study finds college aspiration and baseline math proficiency were related to math acceleration and prior math achievement in Q_1 associated with a reduction in the likelihood of attaining educational outcomes.

Author

• Michal Paul, Florida State University