Adoption of Algebra I in Eighth Grade in Segregated Schools: An Event History Analysis

• In Event: Sheraton Roundtable Session Four
  In Roundtable Session: Strategies for Opportunity: Examining How Race and Place Limit Access to Resources and Curricular Programs for All (Table 1)

Abstract

Our study uses statewide, longitudinal, school-level data for one northeast state to analyze the role of segregation in the accessibility of a key learning opportunity – 8th grade Algebra I. Taking Algebra I earlier in middle school opens a pathway of advanced math course-taking in high school, which advantages students in the postsecondary years. When schools do not offer Algebra I in 8th grade, they close off the opportunity to academically prepared students who could have benefitted. The results from logistic regression and event history analysis show that school segregation is indeed associated with decreased likelihood of 8th grade Algebra I adoption whereas schools’ growth percentile in math is not a predictive factor. Heterogeneity is observed by grade composition of schools.

Authors

• Elisabeth Kim, California State University - Monterey Bay
  Presenting Author

• Vandeen Campbell, Rutgers University - Newark
  Presenting Author

• Darnell Leatherwood, University of Chicago
  Presenting Author