In determining if students are ready to take an Algebra I class, schools should use assessment outcomes data and have updated guidance for staff in understanding benchmarks for course readiness, according to new guidance from NWEA, a research and assessment company.
Deciding if a student is prepared for Algebra I can be complex, particularly if that judgment is based on subjective methods like teacher recommendations or enrollment in a certain grade, NWEA said.
Algebra I is required in most states and is often seen as a gateway course for higher level math classes. Additionally, passing the course is often viewed as a predictor of future college success and career readiness.
Some school districts have struggled in determining when to offer Algebra I, weighing the pros and cons of allowing 8th grade students to enroll or holding off until 9th grade.
The concerns are that if students are unprepared for the course, they will struggle and be less likely to enroll in higher-level math in high school. Supporters of Algebra I in 8th grade say the earlier access allows for students to take more advanced math and pre-college math while still in high school.
“Students turning 13 or 14 years old is not an automatic marker that they are ready to take Algebra 1," said Scott Peters, the author of the guide and director of research consulting partnerships at NWEA, in a statement.
"We know that in any given classroom, the academic variances present can range multiple grades,” Peters said.
Long-term trends from the National Assessment of Education Progress show that the peak of Algebra I enrollment for 13-year-olds — when many students are in 8th grade — was at 34% in 2012. That dropped to 24% in 2023, likely due to changes in math policy and learning loss because of the COVID-19 pandemic, NWEA said. The average math score for 13-year-olds was 9 points lower in 2023 compared to scores in 2020, NAEP data shows.
Civil Rights Data Collection statistics from the 2020-21 school year show that White 8th graders had the highest enrollment in Algebra I at 52%, followed by Hispanic or Latino students at 25%, Black or African American students at 10%, and Asian students at 8%. Students of two or more races made up 4% of those enrolled.
The NWEA guide recommends that if Algebra I is a jumping off point for further math study and STEM-related careers, school systems should design an effective and equitable algebra policy that:
- Is accessible to all students.
- Has a placement process based on readiness.
- Is supported through an elementary grade curriculum that promotes algebra readiness by 8th grade.