Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All Effort

Autor/inn/en	Domina, Thurston; McEachin, Andrew; Penner, Andrew; Penner, Emily
Titel	Aiming High and Falling Short: California's Eighth-Grade Algebra-for-All Effort
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 3, S.275-295 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714543685
Schlagwörter	Algebra; Grade 8; Mathematics Instruction; Mathematics Achievement; Benchmarking; Accountability; State Policy; Educational Policy; Middle School Students; Secondary School Mathematics; Grade 10; High School Students; Public Schools; Computation; Enrollment; Curriculum; State Standards; School Districts; California + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Verantwortung; Politics of education; Bildungspolitik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Public school; Öffentliche Schule; Einschulung; Curricula; Lehrplan; Rahmenplan; School district; Schulbezirk; Kalifornien
Abstract	The United States is in the midst of an effort to intensify middle school mathematics curricula by enrolling more 8th graders in Algebra. California is at the forefront of this effort, and in 2008, the state moved to make Algebra the accountability benchmark test for 8th-grade mathematics. This article takes advantage of this unevenly implemented policy to understand the effects of curricular intensification in middle school mathematics. Using district-level panel data from all California K-12 public school districts, we estimate the effects of increasing 8th-grade Algebra enrollment rates on a 10th-grade mathematics achievement measure. We find that enrolling more students in advanced courses has negative average effects on students' achievement, driven by negative effects in large districts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01