| Roundtable: The Cost of Delayed Start: Effect of Early Algebra on End of High School, Transition to College, and End-of-College Science, Technology, Engineering, and Mathematics (STEM) Participation |
| Roundtable Presentation 643 to be held in BONHAM A on Friday, Nov 12, 3:35 PM to 4:20 PM |
| Sponsored by the Pre-K - 12 Educational Evaluation TIG |
| Presenter(s): |
| Xiaoxia Newton, University of California, Berkeley, xnewton@berkeley.edu |
| Rosario Rivero, University of California, Berkeley, rosario.rivero.c@gmail.com |
| Anthony Kim, University of California, Berkeley, tonykim1@gmail.com |
| Abstract: “Algebra for everyone” is a familiar slogan in educational reforms concerning mathematics education. Despite the assumed benefits of algebra, researchers do not necessarily agree on when students should start algebra or whether all students need algebra at all. Using the NELS:88 longitudinal database, we carefully constructed comparable samples of students who did and did not take early algebra through propensity score matching on critical covariates so as to disentangle the effect of early algebra from that of other covariates such as students’ mathematics ability and intrinsic motivations. By systematically investigating the effect of early algebra upon long term critical outcomes through rigorous methodology, we hope to contribute to building a programmatic research for evidence-based educational policy evaluation. |