Early Algebra Affects Peer Composition
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| Title: | Early Algebra Affects Peer Composition |
|---|---|
| Language: | English |
| Authors: | Quentin Brummet (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2025 47(4):1071-1092. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R01HD094007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Algebra, Grade 8, Acceleration (Education), Academic Achievement, Peer Influence, Value Added Models, Student Placement, Language Arts, Mathematics Achievement |
| Geographic Terms: | Oregon |
| DOI: | 10.3102/01623737241267957 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Although research indicates that individual students benefit when they enroll in early algebra classes, evaluations of broad-based algebra acceleration often report negative effects. Using a regression discontinuity design, we replicate the positive effects of eighth-grade algebra placement on student achievement found in prior studies. We then demonstrate that eighth-grade algebra placement positively affects the achievement level of students' classmates, as well as the experience and value added of students' math teachers. Peer composition effects may help to reconcile the apparent contradiction between the positive effects of algebra on individual students and negative effects of algebra acceleration since these estimated effects are large enough to plausibly explain the majority of the effects of eighth-grade algebra on student test scores. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489832 |
| Database: | ERIC |
| Abstract: | Although research indicates that individual students benefit when they enroll in early algebra classes, evaluations of broad-based algebra acceleration often report negative effects. Using a regression discontinuity design, we replicate the positive effects of eighth-grade algebra placement on student achievement found in prior studies. We then demonstrate that eighth-grade algebra placement positively affects the achievement level of students' classmates, as well as the experience and value added of students' math teachers. Peer composition effects may help to reconcile the apparent contradiction between the positive effects of algebra on individual students and negative effects of algebra acceleration since these estimated effects are large enough to plausibly explain the majority of the effects of eighth-grade algebra on student test scores. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241267957 |
