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

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  In Roundtable Session: Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)

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