Study To Examine Challenges of Early Algebra

A team of researchers from Penn GSE and Michigan State University will use a $1 million National Science Foundation grant to investigate how schools and districts are coping with the “universal early algebra” imperative. 

Domestic and international high-stakes tests and equity-oriented reform initiatives are pushing U.S. schools and districts to have students complete algebra early – before the end of ninth grade. The universal early algebra trend aims to increase U.S. competitiveness and help level the playing field for students who are typically under-represented in Science, Technology and Math fields. 

While algebra is widely viewed as the gateway to future academic success and technically skilled jobs, little is known about how districts are dealing with the broad demand for higher-level math earlier in early grades. Also, some experts say early algebra enrollment creates unequal opportunities to learn because many poor and minority students are tracked into remedial and general math courses instead of algebra.

Early algebra may also affect college readiness: In districts where algebra is offered in seventh grade, students can satisfy all math requirements as sophomores. If kids go without math for their last two years of high school, will they struggle early in their college careers?

“It is well known that districts are requiring all students to take algebra, sometimes as early as seventh grade; we also know that these requirements are presenting substantial challenges for schools. We know very little about the strategies districts are employing to increase success with early algebra and whether they are successful or create other problems down the road” said Janine Remillard, a Penn professor of education and co-leader of the three-year project.

The researchers will survey about 1,000 school districts in states throughout the US and also do intensive case studies of districts in Michigan, Pennsylvania, Massachusetts and New Mexico. They will focus on four areas that have been identified as influencing students’ opportunities to learn: curriculum resources, teacher professional development, course sequencing and how students are assessed.

Universal early algebra has also created a veritable cottage industry of educational software, supplemental curriculum, websites and other resources aimed at improving student learning, so  Penn/MSU study will explore which early algebra tools are being used in schools and how they are being implemented.

Remillard says the survey will identify broad trends in district policies that will be explored in the case studies as well as in future research. In some cases, however, the researchers may identify obvious problems and recommend alternatives.

With the Penn/MSU study, the researchers will dig into the issue on a district-by-district basis and identify strategies and problems that ultimately could lead to policy changes.

“Our hope is to expand knowledge in the field about what is actually happening in the nation’s school systems, including which strategies are and are not successful. Ultimately, we hope to inform the decision-making of state and district education officials,” Remillard said.

Media contact: Jill DiSanto-Haines / jdisanto@upenn.edu / 215-898-4820