Implementation of Algebra I in eighth grade: An 'ex-post facto' study on student achievement.

摘要

Only recently have school districts across the nation begun to offer Algebra I to all eighth grade students. Currently, most eighth grade Algebra I curriculum does not have a national consistent focus of topics or level of rigor. A key issue of implementing Algebra I in eighth grade is defining national Algebra I concepts and skills that students must have for them to be successful in Algebra I. Algebra I in eighth grade will provide a strong foundation for which students may be successful in secondary and post-secondary education. In addition, Algebra I in eighth grade will allow students to be able to take higher-level mathematics courses during their high school education. Finally, the offering of Algebra I in eighth grade will hopefully reduce the achievement gap attributed to race or family income.;Since the establishment of the No Child Left Behind Act, benchmark assessments were established in all the states in the content area of mathematics to strengthen Title I accountability. School districts and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals will be subject to corrective action and restructuring measures aimed at getting them to meet State standards. Schools that meet or exceed AYP objectives or close achievement gaps will be eligible for State Academic Achievement Awards (Executive Summary, 2004). Therefore, school districts would like their students to perform well since funding and school ratings are tied to achievement of their students.;This ex-post facto research design examined the state mathematics assessment scores of (N=800) eighth grade students in an urban school district. Based upon quantitative data on the GEPA/NJ ASK8, New Jersey's statewide student assessment test during the 2007 through 2009 school years, students who completed Algebra I in eighth grade performed better than students who did not have Algebra I in eighth grade.