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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.

Keywords

ability grouping acceleration mathematics education professional development

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Accelerating Opportunity: The Effects of Instructionally Supported Detracking

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