The article, “Closing the Achievement Gap in Math: The Long-Term Effects of Eighth Grade Algebra” by Frances R. Spielhagen, gives an explanation of the benefits of students taking Algebra in eighth grade as opposed to students who start Algebra in ninth grade. Such comparisons that were examined included the amount of mathematics courses students took in high school when they took Algebra in eighth grade as opposed to students who were on a regular track. The study also compared how well these students performed on standardized tests that they took in eighth grade and beyond, such as the Scholastic Aptitude Test (SAT) when the students entered 11th grade and the rate of which these students attended colleges. The researcher found that many
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However, some of these students who were not accepted into eighth grade Algebra did receive the appropriate grades that were required. Within these groups of students, there was no difference in scores on standardized test such as final high school exams and SAT mathematics scores. No matter what tracking these students were on, it did not affect their performance in these mathematics classes and on the standardized tests. The only observed advantage that the eighth grade Algebra students have is their increased access to higher-level mathematics classes while they attend high …show more content…
The means of the scores of both groups were around an average score of 500: 488.1 for the cusp students and 493.5 for the eighth grade Algebra students. From this data set, it appears that it does not matter what track a student is in but more dependent on the students’ cognitive abilities. Although this was not the focus of the article, it would have been interesting to see what the mean SAT mathematics scores were for the entire population of students who took Algebra in eighth grade and those who took it in ninth grade. Viewing these scores may have provided a little more insight as to how big or small the achievement gap really is between the groups that represent these two
However, some of these students who were not accepted into eighth grade Algebra did receive the appropriate grades that were required. Within these groups of students, there was no difference in scores on standardized test such as final high school exams and SAT mathematics scores. No matter what tracking these students were on, it did not affect their performance in these mathematics classes and on the standardized tests. The only observed advantage that the eighth grade Algebra students have is their increased access to higher-level mathematics classes while they attend high …show more content…
The means of the scores of both groups were around an average score of 500: 488.1 for the cusp students and 493.5 for the eighth grade Algebra students. From this data set, it appears that it does not matter what track a student is in but more dependent on the students’ cognitive abilities. Although this was not the focus of the article, it would have been interesting to see what the mean SAT mathematics scores were for the entire population of students who took Algebra in eighth grade and those who took it in ninth grade. Viewing these scores may have provided a little more insight as to how big or small the achievement gap really is between the groups that represent these two