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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 0000-0001-7524-768X), Elizabeth Huffaker (ORCID 0000-0002-8050-4844)
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
FullText Text:
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  Data: Accelerating Opportunity: The Effects of Instructionally Supported Detracking
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  Data: <searchLink fieldCode="AR" term="%22Thomas+S%2E+Dee%22">Thomas S. Dee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7524-768X">0000-0001-7524-768X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Huffaker%22">Elizabeth Huffaker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8050-4844">0000-0002-8050-4844</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. 2026 63(2):307-350.
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  Data: 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
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  Data: 44
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 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.
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  Data: 2026
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  Data: EJ1499404
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        Value: 10.3102/00028312251408539
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      – SubjectFull: California
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      – TitleFull: Accelerating Opportunity: The Effects of Instructionally Supported Detracking
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