A new brief from EdResearch for Action breaks down the available evidence on when students should take Algebra I, how they should be placed and what supports promote success. Local educational agencies can use this information as they look to ensure equitable access to rigorous coursework while providing the proper supports for students to succeed.
By implementing evidence-based placement and support policies, education leaders can expand access to accelerated math and improve long-term student outcomes.
The brief, released in May, emphasizes that placement based on academic readiness, rather than grade level or subjective judgments, leads to stronger achievement and access, especially for historically underserved students. Researchers also note tradeoffs between tracked and mixed-proficiency classrooms and stress that effective support strategies such as tutoring can improve outcomes for students who start behind.
“Any district trying to improve Algebra I access, placement, and success will inevitably confront questions about how to organize instruction for students with varying levels of preparation,” wrote Elizabeth Huffaker, a postdoctoral research fellow for the SCALE Initiative at Stanford University and author of the brief. “The goal of this brief is not to dictate a single solution, but to provide the best available evidence on the tradeoffs involved and offer guidance on minimizing negative consequences for whichever approach a district chooses.”
Algebra I has long been considered a key gatekeeper to advanced coursework, college access and preparation for high-paying STEM-centered careers. Research shows that eighth-grade Algebra I enrollment is linked to higher high school math achievement and completion of advanced coursework, which increases the likelihood of four-year college enrollment, pursuing a STEM major and better long-term economic outcomes, particularly for historically underserved students. Meanwhile, those who are not proficient in Algebra I by the end of ninth grade are less likely to meet college admissions requirements or graduate from high school on time. Yet, Algebra I failure rates exceed those of other ninth-grade subjects, according to the brief.
Obstacles to enrollment
There are four key factors that drive differences in when students take Algebra I, researchers found:
- Readiness gaps: Educational opportunities in math in the early years are unequal, and students enter middle school with varying levels of math proficiency. This issue is reflected in Algebra I placement when test scores are used to determine assignment.
- Bias in placement: Teacher or counselor recommendations can be influenced by implicit bias. When recommendations are used for placement, fewer Black, Hispanic, low-income and first-generation students enroll in Algebra I early, even when they are qualified.
- Information and preferences: Students’ willingness to enroll in Algebra I early often depends on access to role models, encouragement and reliable information about high school and college pathways. Families with more resources are often better positioned to navigate these decisions and advocate for accelerated placement.
- Priorities and resources: Middle school Algebra I is less available in rural, small and low-income districts. According to a 2023–24 Rand Corporation survey, nearly 25 percent of the highest-poverty schools did not offer Algebra I to eighth graders, compared to just 6 percent of the wealthiest schools.
Best practices and options for LEAs
The brief lays out several best practices in detail, taking into account pros and cons related to each. Among them:
Access and enrollment
- Virtual course options can help expand availability for middle school students who demonstrate readiness but are enrolled in schools that lack in-person offerings.
- Placement decisions based on a combination of test scores, rather than subjective referrals or one test score, improve participation and achievement in Algebra I, especially for historically underserved students.
- Auto-enrollment policies reduce barriers to increased participation and completion rates in advanced math courses for underrepresented students, and signal that they belong in accelerated pathways.
Grouping
- Similar-proficiency (i.e., tracked) classrooms enable more targeted instruction and can benefit both middle- and high-achieving students. However, they also tend to widen achievement gaps, increase segregation and can create negative self-perceptions for students in lower-achieving class sections.
- Mixed-proficiency (i.e., detracked) classrooms offer all students access to rigorous coursework and more inclusive learning environments, but risk discouraging lower-achieving students and slowing progress for high-achieving students. Effectively supporting a wide range of academic proficiency levels in one classroom requires teachers to have advanced skills, sufficient planning time and access to strong instructional resources.
- Placement decisions that are based on students’ current learning needs — made separately by subject and revisited regularly — create flexibility and strong academic outcomes. More rigid tracking systems that start in early grades can reinforce existing opportunity gaps.
Supports
- High-dosage tutoring delivered in small groups, multiple times per week, and during the school day, is one of the most effective academic interventions when it comes to supporting students taking Algebra I — especially those who start behind.
- Extended or supplementary Algebra I instruction during the school day has been shown to improve both short-term achievement and long-term educational outcomes.
- Online platforms offer the potential for personalized math instruction, but research on their effectiveness is still emerging. Similarly, summer bridge programs can help students build the skills and confidence needed for success in Algebra I, but evidence of their effectiveness is limited.
