Grade 9–10 Math Coursetaking Sequences, Advanced Math Outcomes, & Students’ Course Decisions

How do students’ early high school math coursetaking sequences relate to later access to advanced math courses? Tacoma Public Schools has implemented an Algebra for All policy for grade 8 students to expand access to advanced math and strengthen preparation for college and technical and scientific careers. The Regional Educational Laboratory Northwest worked with Tacoma Public Schools to examine the grade 9–10 math coursetaking sequences students follow after Algebra I in grade 8, how those sequences relate to advanced math course enrollment and success by grade 12, and what factors shape students’ course placement decisions.  Key findings include:  About two-thirds of students followed one of two grade 9–10 math sequences: repeating Algebra I in grade 9 and then taking geometry in grade 10 or taking geometry in grade 9 and Algebra II in grade 10.  Students who repeated Algebra I or took remedial math in grade 9 were less likely to enroll in and pass an advanced math course by grade 12.  Students who took Algebra II before geometry had stronger advanced math outcomes, but this sequence was available at only one high school.  Black, Hispanic, and multiracial students; English learner students; students receiving special education services; students eligible for the National School Lunch Program; and male students were more likely to repeat Algebra I or take remedial math.  Interviews indicated that teacher recommendations, differences in course offerings across schools, limited student choice, and unclear placement rules contributed to students’ course sequences.  Read the full report and technical appendix on the Institute for Educational Sciences website.