by Dr. Lorianne R. Ventura

1. Impact of Timing of
Algebra on Future
Mathematics Achievement
Lorianne R. Ventura
SFSU Symposium
November 3, 2012

2. Purpose of Study
Examine how a District’s requirement for all
students to successfully complete Algebra I by the
end of grade eight directly impacts achievement,
specifically Latino and African American students
 Research Question
 To what extent do mathematics pathways affect
student opportunities and academic achievement
in mathematics?
 How do these pathways affect the academic achievement
gap?
 How do these pathways affect student attitudes and
beliefs about mathematics?

3. Areas that Influenced my Work
 Importance of Student Achievement in
Mathematics
 The Opportunity Gap
 Appropriateness of Algebra in Grade Eight

4. Methods
 Mixed Methods QUAN qual
 Demographic information
 Quantitative Participants
Pilot school vs. non-pilot school
 Qualitative Participants

5. Quantitative Findings
 GPA
 Pilot School - no significant difference between
White/Asian and Hispanic/African American
 Non-Pilot School - Significant difference between
White/Asian and Hispanic/African American
 Pathways
 Students stayed in longer and took higher levels of
courses
 Graduation Status
 Pilot Group – higher number met UC/CSU entrance
requirements
 Non-pilot Group – lower number met UC/CSU
entrance requirements

6. Survey and Interview Participants
 Participants – Similar experiences as pilot students
 366 purposefully sampled high school students
 328 high school student surveys returned
 9 Teachers and Administrators (Middle School and High
School)
 Teachers and admin had more than 5 years of experience
 Variety of teaching experiences
 Either agreed with Algebra Initiative or Disagree with
Algebra Initiative

7. Survey Findings
 Math pathways, student attitudes, beliefs about
mathematics were related.
 Course versus enjoyment
 Grades versus effort
 Perceptions on parent support
 Algebra and opportunities for students
 Motivation
 Support

8. Interpretations of Findings
 Impact of Mathematics Pathways on Overall
Achievement and Opportunities
 Impact of Mathematics Pathways on Academic
Achievement in Mathematics
 Impact of Mathematics Pathways on Academic
Achievement Gap

9. Interpretations of Findings –
Survey and Interviews
 Survey
 Focus group interviews
Themes – Opportunity, Motivation and
Support
 Teachers and administrators were split on
three issues

10. Discussion
 Timing of Algebra impacts:
 student opportunities
 math achievement
 overall academic achievement
 Attitudes and beliefs
 Pilot group achieved
 At a higher level overall
 measured by their grade point averages
 Algebra in 8th grade
 Kept more students in the math pathway
 Helped more students graduate meeting UC/CSU entrance
requirements
 Exit Exams for 8th – Grade Algebra Students
 Barrier

11. Recommendations for Practitioners
Schools and Districts should look at ways to
get more students to successfully complete
Algebra I prior to entering high school
There needs to be some examination of
instruction, preparation and assessment so
that all students can benefit from early
entrance into Algebra

12. Recommendations for Practitioners
 The Algebra Initiative has proven to support
academic achievement, keep students in the
mathematics pathway longer and expand
students' college and career opportunities
 Success of Algebra Initiative requires:
 Support for students
 Support for teachers
 Review and implement the current CACCS, Algebra curriculum
(and prerequisite curriculum)
 Reexamination the Exit Exams for 8th Grade Algebra as a
barrier

13. Recommendations for Practitioners
 Essential questions need further study
 Is Algebra I keeping students out of college because
they do not get to take it in the eighth grade?
 Is the problem because students of color and
students identified as low-socioeconomic status are
not adequately prepared to take Algebra I in the
eighth grade?
 Is there a problem with the traditional Algebra I
course and how it is taught?

14. Conclusion
 Districts must identify current policies and
practices
 Study highlighted the impact of the timing
of algebra in a student's mathematics
pathway
 Timing of Algebra is foundational to
ensuring students can access future math
and science courses.