Algebra for 8th Graders: Evidence on Its Effects from 10 North Carolina Districts. Working Paper 87

Autor/inn/en	Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Algebra for 8th Graders: Evidence on Its Effects from 10 North Carolina Districts. Working Paper 87
Quelle	(2013), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Mathematics Instruction; Secondary School Mathematics; Algebra; Course Selection (Students); Calculus; School Policy; Educational Practices; Knowledge Level; Mathematics Achievement; Geometry; Student Characteristics; Acceleration (Education); North Carolina; United States + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Mathematics lessons; Mathematikunterricht; Course selection; Student; Students; Kurswahl; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schulpolitik; Bildungspraxis; Wissensbasis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geometrie; Acceleration; Beschleunigung; USA
Abstract	This paper examines the effects of policies that increase the number of students who take the first course in algebra in 8th grade, rather than waiting until 9th grade. Extending previous research that focused on the Charlotte-Mecklenburg school system, we use data for the 10 largest districts in North Carolina. We identify the effects of accelerating the timetable for taking algebra by using data on multiple cohorts grouped by decile of prior achievement and exploiting the fact that policy-induced shifts in the timing of algebra occur at different times in different districts to different deciles of students. The expanded data make it possible to examine heterogeneity across students in the effect of taking algebra early. We find negative effects among students in the bottom 60% of the prior achievement distribution. In addition, we find other sources of heterogeneity in effects. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01