Predictors and Outcomes of Eighth Grade Math Acceleration in a Florida District

Abstract

Students who take higher level math coursework during high school have increased chances of entering a four-year college or university, specifically in the science, technology, engineering, and mathematics (STEM) related fields (Miller 2012; Schneider et al., 1990). Students demonstrating exceptional mathematics performance are often encouraged to take algebra during Grade 8, setting them on a pathway to complete higher-level college-level mathematics coursework in high school (Clotfelter et al., 2015; Dougherty et al., 2017; McEachin et al., 2020; Penner et al., 2015). For several decades, there has been a nationwide push to increase student enrollment in advanced math coursework during middle school (Loveless et al., 2008). The impacts of math acceleration in Grade 8 (e.g., taking algebra or higher by Grade 8) has demonstrated heterogeneous effects across studies, with some demonstrating unintended negative consequences of acceleration (e.g., Clotfelter et al., 2015; Penner et al., 2015) compared with positive long-term impacts to math performance and even English language arts (Rickles, 2013; McEachin et al., 2020). Moreover, the relations of acceleration to later achievement may vary considerably across schools as acceleration decisions may be somewhat dependent on contextual factors that shape individual schools’ decision-making criteria (McEachin et al., 2020).