Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System
EDUCATIONAL EVALUATION AND POLICY ANALYSIS(2015)
摘要
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based on a defined prior achievement metric. This policy reduced the relationship between course assignment and student characteristics such as income and race/ethnicity, while increasing its relationship to academic skill. The policy increased the share of students on track for algebra by eighth grade. Students placed in accelerated math were exposed to higher-skilled peers but larger classes. Future work will assess impacts on subsequent achievement and course-taking outcomes.
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关键词
mathematics education,middle schools,equity,algebra,regression discontinuity
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