Report Roundup

Math Education

"Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated?"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Algebra 1 is considered a gatekeeper to advanced math in high school, but the students who repeat the course aren't always those who failed it, finds a study presented at the annual meeting this month of the Society for Research in Educational Effectiveness.

WestEd researchers looked at East Side Union High School District, in Silicon Valley, Calif., as well as five elementary school districts that feed into the high school district.

Out of 3,400 students who took Algebra 1 at grade 7 or above, between 2006-07 and 2011-12, 44.3 percent eventually repeated the course. More than 8 percent of students who received an A or B in the course during the first run-through, as well as more than 22 percent of students who performed proficiently in math on their first attempt of the Algebra 1 California Standards Test still repeated the class.

Students improved on average by about half a letter grade and a little less than a third of the difference between one performance level and another on the state tests when they repeated Algebra 1.

Vol. 35, Issue 24, Page 5

Published in Print: March 16, 2016, as Math Education
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >