Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies

Keith E. Howard; Martin Romero; Allison Scott; Derrick Saddler

doi:10.21423/jume-v8i1a248

Authors

Keith E. Howard Chapman University
Martin Romero Santa Ana College
Allison Scott Level Playing Field Institute
Derrick Saddler University of South Florida

DOI:

https://doi.org/10.21423/jume-v8i1a248

Keywords:

ability grouping, educational policy, equity, longitudinal studies, mathematics education

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.

Author Biographies

Keith E. Howard, Chapman University

College of Educational Studies Assistant Professor Director of Graduate Degree Programs in Teacher Education
Martin Romero, Santa Ana College

Mathematics Department Assistant Professor of Mathematics
Allison Scott, Level Playing Field Institute

Director of Research and Evaluation
Derrick Saddler, University of South Florida

Doctoral Candidate Mathematics Education Department