Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

Jordan H. Rickles

The Journal of Educational Research, 2013, vol. 106, issue 4, 251-268

Abstract: Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these positive effects hold up when the analysis is expanded to examine effect heterogeneity. Using a nationally representative sample of eighth-grade students in 1988, the author examined sensitivity of findings to methods for selection bias adjustment, heterogeneity across the propensity to take algebra in Grade 8, and across schools. The findings support past research regarding positive benefits to Grade 8 algebra and are consistent with policies that increase access to algebra in middle school.

Date: 2013
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2012.692731 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:106:y:2013:i:4:p:251-268

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2012.692731

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().