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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
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
FullText Text:
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  Data: 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
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  Data: 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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      – SubjectFull: Acceleration (Education)
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      – SubjectFull: High School Students
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      – SubjectFull: California
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      – TitleFull: Accelerating Opportunity: The Effects of Instructionally Supported Detracking. EdWorkingPaper No. 24-986
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