Accelerating Opportunity: The Effects of Instructionally Supported Detracking. EdWorkingPaper No. 24-986
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| Title: | Accelerating Opportunity: The Effects of Instructionally Supported Detracking. EdWorkingPaper No. 24-986 |
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| Language: | English |
| Authors: | Thomas S. Dee, Elizabeth Huffaker, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 52 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Algebra, Grade 9, Student Placement, Scores, Educational Change, Remedial Mathematics, Introductory Courses, Mathematics Achievement, Track System (Education), Acceleration (Education), High School Students |
| Geographic Terms: | California |
| Abstract: | The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform--the Algebra I Initiative--that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students' mathematical potential. [The Stanford Sequoia K-12 Research Collaborative provided support for this paper.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED660950 |
| Database: | ERIC |
| Abstract: | The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform--the Algebra I Initiative--that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students' mathematical potential. [The Stanford Sequoia K-12 Research Collaborative provided support for this paper.] |
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