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Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

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  • Jordan H. Rickles

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.

Suggested Citation

  • Jordan H. Rickles, 2013. "Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(4), pages 251-268, July.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:251-268
    DOI: 10.1080/00220671.2012.692731
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    Cited by:

    1. Youmi Suk, 2024. "A Within-Group Approach to Ensemble Machine Learning Methods for Causal Inference in Multilevel Studies," Journal of Educational and Behavioral Statistics, , vol. 49(1), pages 61-91, February.
    2. Youmi Suk & Hyunseung Kang, 2022. "Robust Machine Learning for Treatment Effects in Multilevel Observational Studies Under Cluster-level Unmeasured Confounding," Psychometrika, Springer;The Psychometric Society, vol. 87(1), pages 310-343, March.

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