http://www.newyorkfed.org/research/education_seminar_series/algebrapaper-011212.pdfThe Aftermath of Accelerating Algebra: Evidence from a District
Policy Initiative
by Charles T. Clotfelter, Helen F. Ladd, Jacob L. Vigdor - #18161 (ED)
Abstract:
In 2002/03, the Charlotte-Mecklenburg Schools in North Carolina
initiated a broad program of accelerating entry into algebra
coursework. The proportion of moderately-performing students taking
algebra in 8th grade increased from half to 85%, then reverted to
baseline levels, in the span of just five years. We use this
policy-induced variation to infer the impact of accelerated entry
into algebra on student performance in math courses as students
progress through high school. Students affected by the acceleration
initiative scored significantly lower on end-of-course tests in
Algebra I, and were either significantly less likely or no more
likely to pass standard follow-up courses, Geometry and Algebra II,
on a college-preparatory timetable. Although we also find that the
district assigned teachers with weaker qualifications to Algebra I
classes in the first year of the acceleration, this reduction in
teacher quality accounts for only a small portion of the overall
effect.
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From the paper:
'Our results indicate that Charlotte-Mecklenburg’s acceleration
initiative worsened the Algebra I test scores of affected students and
reduced their likelihood of progressing through a college-preparatory
curriculum. Moderately-performing students who were accelerated into
Algebra I in 8th grade scored one-third of a standard deviation worse
on the state end-of-course exam, were 18 percentage points less likely
to pass Geometry by the end of 11th grade, and were 11 percentage
points less likely to pass Algebra II by the end of 12th grade,
compared to otherwise similar students in birth cohorts that were not
subjected to the policy. Lower-achieving students who were accelerated
into taking the course in 9th grade also exhibited significant
declines in all outcomes considered. By contrast, higher-performing
students who were accelerated into Algebra I in 7th grade, despite
receiving lower test scores on the Algebra I test, showed no ill
effects on subsequent course completion.'
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There is a tendency for policymakers to notice that people who do X (go to college, take AP classes, take algebra in 8th grade) have better outcomes and to then push everyone to do X. This is unfounded, because different people are suited to different educational paths, depending on their IQs, their personalities, and other factors.
