Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

Autor/in	Rickles, Jordan H.
Titel	Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade
Quelle	In: Journal of Educational Research, 106 (2013) 4, S.251-268 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.692731
Schlagwörter	Algebra; Mathematics Instruction; Grade 8; Middle School Students; Secondary School Mathematics; Mathematics Achievement; Student Placement; Followup Studies; Course Selection (Students); Comparative Analysis; Bias; Scores; Regression (Statistics); Grade 12; Student Characteristics; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerpraktikum; Follow-up studies; Kontaktstudium; Course selection; Kurswahl; Regression; Regressionsanalyse; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these positive effects hold up when the analysis is expanded to examine effect heterogeneity. Using a nationally representative sample of eighth-grade students in 1988, the author examined sensitivity of findings to methods for selection bias adjustment, heterogeneity across the propensity to take algebra in Grade 8, and across schools. The findings support past research regarding positive benefits to Grade 8 algebra and are consistent with policies that increase access to algebra in middle school. (Contains 2 tables and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10