Accelerating Opportunity: The Effects of Instructionally Supported Detracking
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| Title: | Accelerating Opportunity: The Effects of Instructionally Supported Detracking |
|---|---|
| Language: | English |
| Authors: | Thomas S. Dee (ORCID |
| Source: | American Educational Research Journal. 2026 63(2):307-350. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Algebra, Grade 9, Secondary School Mathematics, Educational Change, Heterogeneous Grouping, High School Students, High School Teachers, Faculty Development, Individualized Instruction, Mathematics Achievement, Attendance, Enrollment, Program Effectiveness |
| Geographic Terms: | California |
| Assessment and Survey Identifiers: | Smarter Balanced Assessments |
| DOI: | 10.3102/00028312251408539 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | The pivotal role of algebra in the educational trajectories of U.S. students continues to motivate high-profile policies focused on when students access the course, their peers, and how it is taught. This random-assignment partnership study examined an innovative district-level reform--the Algebra I Initiative--that placed ninth grade students with prior math scores below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-algebra class. We found that this reform significantly increased grade 11 math achievement (extreme spread = 0.2 SD) without lowering the achievement of classroom peers. This initiative also increased attendance and district retention. 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499404 |
| Database: | ERIC |
| Abstract: | The pivotal role of algebra in the educational trajectories of U.S. students continues to motivate high-profile policies focused on when students access the course, their peers, and how it is taught. This random-assignment partnership study examined an innovative district-level reform--the Algebra I Initiative--that placed ninth grade students with prior math scores below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-algebra class. We found that this reform significantly increased grade 11 math achievement (extreme spread = 0.2 SD) without lowering the achievement of classroom peers. This initiative also increased attendance and district retention. 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. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312251408539 |
