Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra
Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra
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中学数学加速和公平学习八年级代数
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Lindsay C. Page
中科院分区：
文献类型：
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作者：
Shaun Dougherty;J. Goodman;Darryl V. Hill;Erica Litke;Lindsay C. Page
八年级学习代数被认为是大学准备之路上的一个重要里程碑。我们强调一项合作，调查一个地区为增加中学代数课程的学习所做的努力。 2010 年，威克县公立学校开始根据既定的成绩指标为中学生分配加速数学和八年级代数。这项政策减少了课程作业与学生特征（如收入和种族/民族）之间的关系，同时增加了其与学术技能的关系。该政策提高了八年级学习代数的学生比例。参加数学加速课程的学生会接触到技能更高的同学，但班级规模更大。未来的工作将评估对后续成就和课程学习结果的影响。
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based on a defined prior achievement metric. This policy reduced the relationship between course assignment and student characteristics such as income and race/ethnicity, while increasing its relationship to academic skill. The policy increased the share of students on track for algebra by eighth grade. Students placed in accelerated math were exposed to higher-skilled peers but larger classes. Future work will assess impacts on subsequent achievement and course-taking outcomes.