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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1489832 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Early Algebra Affects Peer Composition – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Quentin+Brummet%22">Quentin Brummet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3026-8983">0000-0003-3026-8983</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lindsay+Liebert%22">Lindsay Liebert</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7293-3174">0009-0000-7293-3174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thurston+Domina%22">Thurston Domina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0161-3215">0000-0003-0161-3215</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paul+Youngmin+Yoo%22">Paul Youngmin Yoo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8178-7276">0000-0002-8178-7276</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Penner%22">Andrew Penner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9483-8933">0000-0002-9483-8933</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2025 47(4):1071-1092. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R01HD094007 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Acceleration+%28Education%29%22">Acceleration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.3102/01623737241267957 – Name: ISSN Label: ISSN Group: ISSN Data: 0162-3737<br />1935-1062 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1489832 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489832 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3102/01623737241267957 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1071 Subjects: – SubjectFull: Algebra Type: general – SubjectFull: Grade 8 Type: general – SubjectFull: Acceleration (Education) Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Peer Influence Type: general – SubjectFull: Value Added Models Type: general – SubjectFull: Student Placement Type: general – SubjectFull: Language Arts Type: general – SubjectFull: Mathematics Achievement Type: general – SubjectFull: Oregon Type: general Titles: – TitleFull: Early Algebra Affects Peer Composition Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Quentin Brummet – PersonEntity: Name: NameFull: Lindsay Liebert – PersonEntity: Name: NameFull: Thurston Domina – PersonEntity: Name: NameFull: Paul Youngmin Yoo – PersonEntity: Name: NameFull: Andrew Penner IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0162-3737 – Type: issn-electronic Value: 1935-1062 Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: Educational Evaluation and Policy Analysis Type: main |
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