Socioeconomic and Racial Discrepancies in Algebra Access, Teacher, and Learning Experiences: Findings from the American Mathematics Educator Study

In this study, we highlight the differences in classroom-, teacher-, and school-level factors in 8th and 9th grade algebra experiences along socioeconomic and racial/ethnic lines using nationally representative survey data from the American Mathematics Educator Study. Several takeaways emerge from our analysis. First, we show that highest-poverty schools (i.e., schools in the top poverty quartile) are significantly less likely to offer algebra in 8th grade unconditionally (i.e., without needing to meet certain conditions) for all students or to offer algebra at all compared to lowest-poverty schools (i.e., schools in the lowest poverty quartile). Second, we find significant differences in which factors (e.g., parent requests, teacher referrals) are considered when placing students in advanced math courses in 8th and 9th grade that may affect the access of students from disadvantaged backgrounds to these courses or to more advanced pathways. Third, we show significant differences in 8th and 9th grade math teacher qualifications and classroom activities in math courses, with teachers in highest-poverty schools being significantly more likely to have received alternative credentials, less likely to have completed student-teaching during their preparation program, and less likely to have completed their state’s licensure requirements for math. 8th and 9th grade math teachers in highest-poverty schools were also more likely to report that they spend more than half of their instruction time addressing math topics below grade level or addressing disciplinary issues. Mostly similar, albeit weaker, patterns emerge when we examine discrepancies along school racial/ethnic composition.

Offering 8th grade algebra in high-poverty school settings (or making it available to more or all students) could help close socioeconomic gaps in algebra enrollment in 8th grade and grant more equitable access to advanced math coursework in the long-run. That said, focusing on the provision of 8th grade algebra alone will likely not remedy the opportunity gaps in access to (and completion of) advanced math courses in high school since our findings suggest that highest-poverty high schools are also significantly less likely to offer college credit-bearing math courses. Further, our findings suggest that increasing the provision of algebra in 8th grade may present three challenges: (1) staffing these courses with qualified teachers; (2) providing strong supports for students who struggle with algebra; and, relatedly, (3) making algebra placement decisions that minimize failure and maximize success for the greatest number of students. Taken together, our findings demonstrate systemic inequities across racial/ethnic and socioeconomic lines in terms of access to, and experiences in, 8th and 9th grade math courses.