Exploring the Heterogeneous Effects of Eighth-Grade Algebra Enrollment on Average Math Achievement

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=71-7B-ED-90-8A-61-1A-B3-A6-8D-72-86-8B-23-5E-C5

Abstract

While many empirical studies have provided evidence either supporting or opposing the practice of detracking, there has been limited research on how this within-school revolution may impact the achievement differences between schools. To address this gap, this paper utilizes data from the Early Childhood Longitudinal Study—Kindergarten class of 1998–1999 (ECLS-K) to explore the causal inference of expanding algebra access, specifically the average and heterogeneous effects of enrolling more eighth-grade students in algebra on school average achievement. The study finds that only high-achieving schools benefit from enrolling all eighth-grade students in algebra, enlarging the achievement gap between schools. However, for schools that do not offer algebra, enrolling some students in algebra would increase their average achievement.

Author

• Jierui Li, University of Chicago