Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A 20-percentage-point increase in Algebra I enrollment produced a 10% increase in algebra credit but raised math failure rates by 3.0 to 8.9 percentage points among low- and average-ability students and lowered math grades. → Allensworth 2009
q2 i? Math test scores were unaffected by taking Algebra I instead of remedial math for any ability group. → Allensworth 2009 (2)
Evidence¶
Allensworth 2009¶
Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2009). College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago. Educational Evaluation and Policy Analysis, 31(4), 367-391. https://doi.org/10.3102/0162373709343471
q2 · i? · causal · r2
Results from hierarchical interrupted time-series models with difference-in-difference comparisons, presented as simulations of a 20-percentage-point enrollment increase. The article reports that "Math failure rates increased among low-ability students (3.0 percentage points; p < .01)" and grades declined "the most among average-ability students (0.18 grade points; p < .05)."
"Math failure rates increased among low-ability students (3.0 percentage points; p < .01) and among average-ability students (8.9 percentage points; p < .05). Students' math grades also decreased across ability groups by moderate amounts, declining the most among average-ability students (0.18 grade points; p < .05)."
Allensworth 2009 (2)¶
Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2009). College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago. Educational Evaluation and Policy Analysis, 31(4), 367-391. https://doi.org/10.3102/0162373709343471
q2 · i? · causal · r2
Null finding from the same enrollment-effect models: ninth-grade math test scores showed no significant change. The authors note that "Only 7 of 48 questions on the Tests of Academic Proficiency test Algebra knowledge," a possible measurement limitation.
"Math test scores were unaffected by taking algebra instead of remedial math, although it is possible that the test was not sensitive to the change in curriculum. Only 7 of 48 questions on the Tests of Academic Proficiency test Algebra knowledge."
Discussion¶
Related Claims¶
- Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit — possibly the same claim (merge candidate)
- Chicago's college-prep-for-all policy nearly universalized enrollment in Algebra I and English I and narrowed course-taking gaps by race, ability, and special education status — a broader claim this one bears on
- Long-term outcomes showed few benefits: slight increases in upper-level math credits for low-ability students but slightly lower final GPAs and reduced 4-year college enrollment for others — related
- Overall policy effects were concentrated among the lowest-ability students: larger credit gains but more failures and lower math GPAs, with ninth-grade test scores unaffected — a broader claim this one bears on
- The policy substantially increased English I credit earning for low-ability students, with marginal increases in English failure and slightly lower grades — related
- The overall policy effect on lowest-ability students included higher algebra credit but increased math failure and declining GPA, with no math achievement gains — related
- Overall policy effects: lowest-ability students earned more ninth-grade credits but also failed more, and long-term outcomes were small to non-existent, with no increase in college entrance — a broader claim this one bears on
- Reinstating high-stakes testing to measure learning loss narrows the curriculum and does not benefit long-term achievement — related
- Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores — related
- Remediation requirements are not a primary driver of low college degree completion rates — related
- Enrolling in English I instead of remedial English increased credit earning with no adverse consequences, but few other benefits — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
algebra-enrollment-effect-increased-credit-raised-failure |
title |
Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit |
description |
Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — allensworth-2009, allensworth-2009-2 |
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