Document Type
Article
Publication Date
2015
Abstract
In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.
Recommended Citation
Howard, K. E., Romero, M., Scott, A., & Saddler, D. (2015). Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies. Journal of Urban Mathematics Education, 8(1), 31-61.
Peer Reviewed
1
Copyright
Journal of Urban Mathematics Education
Included in
Educational Assessment, Evaluation, and Research Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Science and Mathematics Education Commons
Comments
This article was originally published in Journal of Urban Mathematics Education, volume 8, issue 1, in 2015.