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Should all students study algebra in eighth grade? Would offering earlyaccess to algebra to all students help close the achievement gap amongminority populations? Traditional educational policies that provide eighthgrade algebra to selected students raise questions about equitable accessto advanced opportunities for all students. Even when access appears tobe equitable throughout a school district’s population, undetected lapsesin equity may occur related to identification procedures. This studyaddressed the problem of achievement gaps among underrepresentedpopulations by examining the study of algebra in eighth grade and itsimpact on student performance, achievement, and attainment. Thepurpose of this study was to explore the policy implications and potentialbenefits of providing algebra instruction to all students.
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