Building Equitable Math Pathways: Evidence From the Algebra Initiative

• In Event: Opportunities to Bolster Academic Trajectories for Underserved Students

Abstract

High school math course-taking predicts postsecondary attainment and labor-market success, but is highly stratified by student race, ethnicity, and income. Policymakers therefore endeavor to construct math pathways that promote equitable access and academic excellence. We examine the effects of an innovative policy intended to close attainment gaps at a diverse school district by combining the heterogeneous assignment to Algebra I with supportive practices for teachers. We leverage the random assignment of students to assess the program’s impact through the end of tenth grade, with an expectation to add eleventh grade outcomes soon. Our early results provide a promising proof point that, compared with directing low-proficiency students into remedial courses, these practices broaden access to college-ready math and increase student engagement.

Authors

• Thomas S. Dee, Stanford University
  Non-Presenting Author

• Elizabeth Huffaker, Stanford University
  Presenting Author