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Longitudinal algebra prediction for early versus later takers

Author

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  • Paul T. Cirino
  • Tammy D. Tolar
  • Lynn S. Fuchs

Abstract

Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance.

Suggested Citation

  • Paul T. Cirino & Tammy D. Tolar & Lynn S. Fuchs, 2019. "Longitudinal algebra prediction for early versus later takers," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(2), pages 179-191, March.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:2:p:179-191
    DOI: 10.1080/00220671.2018.1486279
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