U.S. District-Level Algebra Acceleration in Eighth Grade and Longitudinal Mathematics Outcomes

Author:
Kimberly Dwyer Stony Brook University

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Angela M. Kelly Stony Brook University

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Volume/Issue:
Volume 56: Issue 3
Page(s):
107–124
DOI:
https://doi.org/10.5951/jresematheduc-2023-0138
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Keywords:
Algebra acceleration; Secondary mathematics; Curriculum policy; Quantitative methods; Mathematics outcomes

This quantitative correlational study examines school-level longitudinal outcomes of eighth-grade algebra universal acceleration in 15 U.S. school districts when compared with selective acceleration in 289 school districts. Universally accelerated school districts had higher enrollments, with large effect sizes, in geometry, algebra 2, and Advanced Placement (AP) Calculus AB and BC; however, no differences were observed in mathematics performance. A second analysis used a sample with equivalent socioeconomic profiles. Universally accelerated districts had higher enrollments, with moderate effect sizes, in only geometry and algebra 2, yet lower performance, with moderate to large effect sizes, in geometry, AP Calculus AB, and AP Statistics. The validity of these results may have been threatened by fluctuations among students in the sample and other factors.

Footnotes

The authors would like to thank Robert Krakehl and Keith Sheppard for their insights on the research design. The disaggregated data sets generated or analyzed during the current study are available from the corresponding author upon reasonable request. Aggregate data are available from the New York State Education Department in the School Report Cards (https://data.nysed.gov).

Contributor Notes

Kimberly Dwyer, Institute for STEM Education, Stony Brook University, Stony Brook, NY, 11794; kimberly.dwyer.1@stonybrook.edu

Angela M. Kelly (corresponding author), Institute for STEM Education and Department of Physics & Astronomy, Stony Brook University, Stony Brook, NY, 11794; angela.kelly@stonybrook.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2025
Page Count:
18
Article Category:
Research Article
Received:
10 May 2024
Accepted:
06 Sep 2024
Print Publication Date:
01 May 2025
Online Publication Date:
May 2025
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