The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative. Working Paper 69

Autor/inn/en	Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative. Working Paper 69
Quelle	(2012), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Evidence; Teacher Effectiveness; State Programs; Grade 8; Algebra; Educational Assessment; Educational Indicators; Achievement Gains; Mathematics Achievement; Acceleration (Education); Educational Policy; Policy Analysis; Program Effectiveness; Performance Based Assessment; Performance Factors; Mathematics Skills; Developmental Studies Programs; Academic Records; Comparative Analysis; Comparative Testing; Longitudinal Studies; North Carolina + Suchen Sie Ihr Suchwort? Evidenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Regierungsprogramm; School year 08; 8. Schuljahr; Schuljahr 08; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Acceleration; Beschleunigung; Politics of education; Bildungspolitik; Politikfeldanalyse; Leistungsermittlung; Leistungsindikator; Mathematics ability; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	In 2002/03, the Charlotte-Mecklenburg Schools initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking 8th grade algebra increased from less than half to nearly 90%, then reverted to baseline levels, in the span of just six age cohorts. 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 no more likely or significantly less likely to pass standard follow-up courses, Geometry and Algebra II, on a college-preparatory timetable. We also find that the district assigned teachers with weaker qualifications to Algebra I classes in the first year of the acceleration, but this reduction in teacher quality accounts for only a small portion of the overall effect. (Contains 12 tables, 4 figures and 35 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10