Abstract
This study investigates the lasting impact of taking algebra before high school on students ‘subsequent mathematics attainment in high school. Using a nationally representative sample of high school students, I explore the effects of early access to algebra on students’ access to advanced mathematics courses and subsequent high school math achievement. Results demonstrate that early access to algebra has an effect beyond simple increased knowledge measures and, in fact, may “socialize” a student into taking more mathematics, regulating access both to advanced coursework and increased achievement in high school. Implications for broader curriculum policy changes concerning early access to algebra are discussed.
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