Dive Brief:
- Nearly a quarter of the 25% of students who appear ready to take algebra in 8th grade don’t end up taking the course even when their schools offer it — and that’s despite the fact that students in the top half of math achievement overall perform better when they take algebra earlier rather than later, according to research released by NWEA.
- Students who aren’t ready for algebra in 8th grade and score in the bottom half don’t benefit from waiting another year, either, according to the research. They had similarly below-proficiency performance whether they took algebra in 8th or 9th grade.
- Only 42% of schools represented in the study, which was based on data from 55,000 students, offer algebra in 8th grade.
Dive Insight:
The findings suggest there’s not a one-size-fits-all approach to the timing of when algebra is taken, said Megan Kuhfeld, director of growth modeling and data analytics at NWEA.
“There are some students who seem to be ready for algebra [in 8th grade] who we’re missing,” she said. “About a quarter of students who are ready aren’t getting access even though they could benefit. On the flip side, for students who aren’t ready, the standard practice of waiting until 9th grade doesn’t seem to be enough.”
The finding that students in the bottom half of the distribution did not improve their scores by waiting until 9th grade suggests schools and districts need to bolster their supports, researchers said.
“We need to be thinking more about what it takes to be ready,” said Kufeld.
That can include evaluating kids’ readiness prior to 9th grade, building in more explicit algebra preparation into earlier grades. Adding tutoring or supplemental support for kids struggling in 7th and 8th grades, and starting pre-algebra earlier instead of having a general even-grade math class.
The study did not attempt to examine what content students were taking in 8th grade, Kuhfeld added.
“It seems like they weren’t focused on the skill sets most important for algebra,” she said. “We need to be thinking more about what it takes to be ready, but also thinking earlier than just that one year to make or break whether kids are ready, building in more explicit algebra preparation in earlier grades; or adding tutoring and supplemental supports for kids struggling in 7th and 8th grade. One of the recommendations, and some districts are doing this, is starting pre-algebra earlier, instead of having a general even-grade math class.”
NWEA has noted progress in recent years in states that have adopted “opt-out” policies that automatically enroll students in an advanced math track based on test scores from 5th or 6th grade rather than the “standard system” where a parent, teacher or guidance counselor has to proactively recommend a student be moved more quickly forward, Kuhfeld said.
This approach means students are placed into a more advanced course by default, and they can choose to opt out if they feel like it's not a good fit for them, she said. Districts can also communicate to parents and students about the benefits of taking algebra early, such as being able to take more advanced math classes in high school.
This approach advances math equity, Kuhfeld said, citing research from Texas and Washington state.
The NWEA report recommends that schools can expand access to students ready for algebra by:
- Making the course available beyond the 42% of schools that offer it in 8th grade, including through online options with guidance and support.
- Boosting preparation and support for students not yet ready in 8th grade through earlier pre-algebra instruction, stronger 8th grade pathways, targeted interventions, and additional learning time.
- Using data consistently and intentionally to place students, reducing the missed opportunities to place students in algebra in 8th grade while promoting more equitable access to advanced math.
