Placing eighth grade students in the appropriate math class may have profound effects on their academic careers. In this study the academic impacts on students accelerated into Algebra I in the eighth grade were examined to determine whether acceleration was advantageous to average students. Transcripts were examined to determine how many and which high school math and science courses these students subsequently took, and what their grades and pass/fail rates were for these courses. Mixed results showed that many average students benefited from the early start but also that a large percentage failed and repeated Algebra I one or more times. Just over half the group completed pre-calculus but far fewer students took full advantage of their early start to pursue a fifth year of math or advanced physical science courses in their last years of high school. Differences between two ethnic groups (Hispanic, White/Non-Hispanic) were also considered.
|Commitee:||Kurlaender, Michal, Martin, Lee|
|School:||University of California, Davis|
|School Location:||United States -- California|
|Source:||MAI 50/02M, Masters Abstracts International|
|Subjects:||Mathematics education, Education Policy|
|Keywords:||Early algebra, Eighth grade algebra, Middle school education|
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