Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2–q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A 20 percentage-point increase in Algebra I enrollment increased credit earning by about 10% but raised math failure rates among low- and average-ability students and lowered grades. → Allensworth 2008

q2 i? A 20 percentage-point increase in Algebra I enrollment produced a 10% increase in students earning Algebra credit, but math failure rates rose for low- and average-ability students and grades declined. → Elaine Allensworth 2008

q2 i? Math test scores were unaffected by taking Algebra instead of remedial math. → Elaine Allensworth 2008 (2)

Evidence¶

Allensworth 2008¶

Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/college-preparatory-curriculum-all-consequences-ninth-grade-coursetaking-algebra-and

q3 · i? · causal · r2

Interrupted time-series model results shown as simulations in Table 2, holding enrollment change at 20 percentage points across ability groups. Credit earning rose (8.0% to 11.6% depending on ability), math grades declined most among average-ability students (0.18 grade points, p<.05), and math test scores were unaffected.

"Math failure rates increased among low-ability students (3.0 percentage points, p<.01) and also among average-ability students (8.9 percentage points, p<.05)."

Elaine Allensworth 2008¶

Elaine Allensworth, Takako Nomi, Nicholas Montgomery, & Valerie E. Lee. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research at the University of Chicago. https://ccsr.uchicago.edu

q2 · i? · causal · r?

Hierarchical interrupted time-series models estimating enrollment effects (RQ2), shown as simulations of a 20 percentage-point enrollment increase. "Math failure rates increased among low-ability students (3.0 percentage points, p<.01)"; grades declined most for average-ability students (0.18 grade points, p<.05).

"Math failure rates increased among low-ability students (3.0 percentage points, p<.01) and also among average-ability students (8.9 percentage points, p<.05)."

Elaine Allensworth 2008 (2)¶

Elaine Allensworth, Takako Nomi, Nicholas Montgomery, & Valerie E. Lee. (2008). College Preparatory Curriculum for All: Consequences of Ninth-Grade Course Taking in Algebra and English on Academic Outcomes in Chicago. Consortium on Chicago School Research at the University of Chicago. https://ccsr.uchicago.edu

q2 · i? · associational · r?

Same RQ2 enrollment-effect models on ninth-grade TAP math scores; the authors note only seven of 48 TAP questions tested Algebra knowledge, so the null may reflect test insensitivity.

"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."

Discussion¶

Related Claims¶

• 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 — possibly the same claim (merge candidate)
• 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 — related
• 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
• The policy substantially increased English I credit earning for low-ability students, with marginal increases in English failure and slightly lower grades — related
• Requiring all students to take college-prep courses did not increase dropout; graduation rates did not decline even for low-ability students — 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
• 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
• 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
• Average TAP scores rose substantially for students who enrolled in ninth grade, but the 1997 high school redesign appears to have had only a modest impact on skill development — related
• Course dropout was linked to lower SES, lower high school GPA, lower participation in preparatory math courses, and less adaptive initial motivations — related