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Direct linkHandsman, Emily; Farrell, Caitlin; Coburn, Cynthia – Sociology of Education, 2022
The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders' interactions,…
Descriptors: Algebra, Mathematics Instruction, School Districts, Urban Schools
Moussa, Adnan; Barnett, Elisabeth A.; Brathwaite, Jessica; Fay, Maggie P.; Kopko, Elizabeth – Community College Research Center, Teachers College, Columbia University, 2020
In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career…
Descriptors: High Schools, Secondary School Mathematics, Mathematics Instruction, STEM Education
Daro, Phil – Strategic Education Research Partnership, 2014
The Common Core State Standards for Mathematics (CCSS-M) set rigorous standards for each of grades 6, 7 and 8. Strategic Education Research Partnership (SERP) has been working with two school districts, Oakland Unified School District and San Francisco Unified School District, to evaluate extant policies and practices and formulate new policies…
Descriptors: Common Core State Standards, Mathematics, Grade 6, Grade 7
Steele, Michael D.; Remillard, Janine; Baker, John Y.; Keazer, Lindsay M.; Herbel-Eisenmann, Beth – Consortium for Policy Research in Education, 2016
The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness.…
Descriptors: Mathematics Education, Educational Policy, Algebra, Secondary School Students
Burdman, Pamela – Policy Analysis for California Education, PACE, 2015
The conventional algebra-intensive math curriculum commonly dictates students' options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly…
Descriptors: Algebra, Mathematics Instruction, Mathematics Curriculum, College Transfer Students
