Math acceleration in elementary school: Access and effects on student outcomes

Steven W. Hemelt and Matthew A. Lenard

Economics of Education Review, 2020, vol. 74, issue C

Abstract: This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school.

Keywords: Mathematics; Curricular acceleration; Elementary school; I21; I24; I28 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:74:y:2020:i:c:s0272775718305910

DOI: 10.1016/j.econedurev.2019.101921

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