Grouping Within Algebra I: A Structural Sieve With Powerful Effects for Low-Income, Minority, and Immigrant Students

Abstract

A key element in educational reform has been to increase mathematical proficiency. We look at how five urban high schools with virtually all low-income, minority, and immigrant students have arranged for students to take algebra I, and we examine the course enrollments and grades of these student in the core college prep courses. Both preparation and these arrangements matter. We raise three questions: First, can algebra group be considered a key variable? Second, is it associated with a chain of events that are interrelated in shaping educational outcomes? Third, was value added through grouping options within algebra I? Our findings suggest that algebra group is a key variable and that options offered within algebra I were not associated with value added. The policy implications may be that for all practical purposes, resources and responsibility for preparing students for algebra should be directed primarily to the K-8 schools.