| Title: |
More than Just Adding Courses: Evidence on Algebra and Equity from the American Mathematics Educator Study. CALDER Research Brief No. 39 |
| Language: |
English |
| Authors: |
Ben Backes; Lauren Covelli; Michael DeArmond; Elise Dizon-Ross; Dan Goldhaber; Julia Kaufman; Umut Özek; National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR); RAND Corporation |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2024. |
| Availability: |
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: |
N |
| Page Count: |
6 |
| Publication Date: |
2024 |
| Document Type: |
Reports - Descriptive |
| Education Level: |
Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools |
| Descriptors: |
Mathematics Education; Algebra; Access to Education; Mathematics Teachers; Learning Experience; Socioeconomic Status; Racial Factors; Environmental Influences; Grade 8; Grade 9; Middle School Mathematics; Secondary School Mathematics; Poverty; Student Placement; Advanced Courses |
| Abstract: |
Math achievement plays a pivotal role in students' success in school and beyond. Algebra, in particular, serves as a crucial gateway: it increases the chances a student takes advanced math in high school, which has implications for their college and career prospects. In 2023 and 2024, the American Mathematics Educator Study (AMES) surveyed teachers and principals nationwide to learn more about how students access and experience algebra in 8th and 9th grade. A key finding from the surveys: schools serving mostly low-income students are far less likely to offer algebra in 8th grade compared to those serving more affluent students. The surveys also identified other issues that can hinder equitable access to algebra and math education, including: (1) uneven access to qualified math teachers; (2) math instruction that disproportionately focuses on remedial content in disadvantaged communities; (3) limited access to advanced math courses beyond algebra in high-poverty schools; and (4) different approaches to algebra eligibility and achievement grouping (e.g., tracking) that may perpetuate inequity. These systemic inequities--in both opportunities and experiences--suggest that making algebra more available is a necessary but insufficient step towards closing gaps in access to advanced math education. The brief is based on a working paper which examines how America's students access and experience algebra in 8th and 9th grade. |
| Abstractor: |
ERIC |
| Entry Date: |
2024 |
| Accession Number: |
ED662882 |
| Database: |
ERIC |