Targeted math acceleration has potential to increase college readiness among disadvantaged populations but insufficient by itself

To better prepare students for college-level math and the demands of the labor market, school systems have tried to increase the rigor of students' math coursework.  The failure of universal "Algebra for All" models has led recently to more targeted approaches.  

This study involves one such approach in Wake County, North Carolina, which began using prior test scores to assign middle school students to an accelerated math track culminating in eighth grade algebra.  The policy has reduced the role that income and race played in course assignment.  

A regression discontinuity design exploiting the eligibility threshold shows that acceleration has no clear effect on test scores but lowers middle school course grades.  

Acceleration does, however, raise the probability of taking and passing geometry in ninth grade by over 30 percentage points, including for black and Hispanic students.   

Nonetheless, most students accelerated in middle school do not remain so by high school and those that do earn low grades in advanced courses.  This leaky pipeline suggests that targeted math acceleration has potential to increase college readiness among disadvantaged populations but that acceleration alone is insufficient to keep most students on such a track.