Date of this Version
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. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes.
Steele, Michael D.; Remillard, Janine; Baker, John Y.; Keazer, Lindsay M.; and Herbel-Eisenmann, Beth. (2016). Learning About New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE). CPRE Research Reports.
Retrieved from https://repository.upenn.edu/cpre_researchreports/86
Date Posted: 02 September 2016