Five Takeaways on Evidence-Based Practices for Algebra 1

A new brief from Elizabeth Huffaker at Stanford University dives into the research around Algebra I. Published by the Annenberg Institute at Brown Institute, its central question is what evidence-based policies promote Algebra 1 access and improved student achievement.

It’s a short, accessible brief with links to research studies backing up its findings. Here are my five key takeaways:

1. Algebra I is super important.

This one may be obvious for anyone reading this, but it’s worth remembering that Algebra I is an important gateway. Students who complete Algebra by the end of 8^th grade are more likely to take more challenging math courses in high school and college, pursue a high-earning STEM career, and earn more money as an adult. On the other side, Huffaker notes that students who are NOT proficient in Algebra I by the end of 9th grade are, “less likely to meet college admissions requirements or graduate from high school on time.”

2. But not all kids are ready for Algebra at the same time.

Again, this one may be obvious when it’s written out, but policymakers have tried “Algebra for all” and then “Algebra for none” initiatives. While these may have been well-intentioned, universal policies fly in the face of the reality that not all students are ready for Algebra at the same time. Worse, those universal policies can actually end up harming students who are either held back unnecessarily or accelerated before they were ready.

3. Automatic enrollment policies can help identify when students are ready for Algebra.

Here at EduProgress, we’ve been promoting automatic enrollment policies as a good way to identify students who are ready for more advanced math courses. Huffaker agrees, writing that, “Auto-enrollment policies increase participation and completion of advanced math courses, particularly for underrepresented students, by reducing barriers and signaling that they belong in accelerated pathways.”

4. Students who aren’t yet ready for Algebra need support.

Rather than seeing course assignment policies as the end goal, students who aren’t ready for advanced math classes often need extra supports. Huffaker notes that intensive summer programs, double dosage programs (where kids take two math classes simultaneously), or school-based tutoring programs have all been successful at boosting Algebra I course passage rates and math skills generally. Some students may also benefit from more generic supports around study skills or time management.

5. What happens before and after Algebra also matters.

While focusing on Algebra is important, policymakers shouldn’t neglect the full pipeline. For example, Huffaker notes that some students struggle in Algebra because they may have weaknesses in specific topics such as fractions, decimals, or rational numbers.

Additionally, part of the promise of early Algebra is that students can then go on to other, more advanced math courses. But, in many high schools, students aren’t pushed beyond Algebra II, which can leave them underprepared for college-level math. In those places, policymakers may need to nudge students to continue pursuing math coursework through 12th grade.

For more, check out Huffaker’s full brief here.