Evidence-Based Practices for Algebra I Access, Placement and Success. Overview Brief #34
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| Title: | Evidence-Based Practices for Algebra I Access, Placement and Success. Overview Brief #34 |
|---|---|
| Language: | English |
| Authors: | Elizabeth Huffaker, EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, Stanford Center for Assessment, Learning and Equity (SCALE) |
| Source: | EdResearch for Action. 2025. |
| Availability: | EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org |
| Peer Reviewed: | N |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Intended Audience: | Administrators |
| Document Type: | Reports - Descriptive |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Algebra, Access to Education, Student Placement, Mathematics Achievement, Evidence Based Practice, Readiness, Middle School Students, High School Students, Disproportionate Representation, Grouping (Instructional Purposes), Academic Support Services, Secondary School Mathematics, Middle School Mathematics |
| Abstract: | This research brief synthesizes decades of evidence to guide district and school leaders on when students should take Algebra I, how they should be placed, and what supports promote success. It highlights that placement based on academic readiness, rather than grade level or subjective judgments, leads to stronger achievement and access, especially for historically underserved students. The brief also weighs the tradeoffs between tracked and mixed-proficiency classrooms and emphasizes that effective support strategies, such as tutoring and double-dose Algebra, can improve outcomes for students who start behind. By implementing evidence-based placement and support policies, education leaders can expand access to accelerated math and improve long-term student success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674209 |
| Database: | ERIC |
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