The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative
53 Pages Posted: 16 Jun 2012 Last revised: 15 Feb 2023
Date Written: June 2012
Abstract
In 2002/03, the Charlotte-Mecklenburg Schools in North Carolina initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking algebra in 8th grade increased from half to 85%, then reverted to baseline levels, in the span of just five years. We use this policy-induced variation to infer the impact of accelerated entry into algebra on student performance in math courses as students progress through high school. Students affected by the acceleration initiative scored significantly lower on end-of-course tests in Algebra I, and were either significantly less likely or no more likely to pass standard follow-up courses, Geometry and Algebra II, on a college-preparatory timetable. Although we also find that the district assigned teachers with weaker qualifications to Algebra I classes in the first year of the acceleration, this reduction in teacher quality accounts for only a small portion of the overall effect.
Suggested Citation: Suggested Citation
Do you have negative results from your research you’d like to share?
Recommended Papers
-
Is There a Causal Effect of High School Math on Labor Market Outcomes?
-
Unscheduled School Closings and Student Performance
By Dave E. Marcotte and Steven W. Hemelt