Access, Enrollment, and Passing Algebra I: Nationwide Insights From the 2017–2018 Civil Rights Data Collection

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Quantitative Studies Exploring Course-Taking Patterns in Science and Math Education in High School and Beyond

Abstract

This study uses data from the 2017-18 U.S. Department of Education’s Civil Rights Data Collection (CRDC) to provide a national perspective on trends in Algebra I access, enrollment, and pass rates. This analysis highlights disproportionalities across schools with high and low enrollments of underrepresented minority (URM) students, and explores trends across states in Algebra I access, enrollment, and pass rates among URM students and their white peers. This study’s findings provide nationally representative data that can be used to inform interventions or policies aimed at ensuring equitable access for all students. These findings also provide a valuable baseline for future research exploring the impact of the COVID-19 pandemic on Algebra I trends.

Authors

• Marshal Fettro, Applied Engineering Management Corporation

• Lauren E Jetty, Applied Engineering Management Corporation

• Andrew Johnson, Applied Engineering Management Corporation

• Venessa Ann Keesler, AEM Corporation

• Sarah Meholick, Applied Engineering Management Corporation

• Clover Quigley, Quality Information Partners