Person:

Litke, Erica G.

School districts across the country have struggled to increase the proportion of students taking algebra by 8th grade, thought to be an important milestone on the pathway to college preparedness. We highlight key features of a research collaboration between the Wake County Public School System and Harvard University that have enabled investigation of one such effort to solve this problem. In 2010, the district began assigning middle school students to accelerated math coursework leading to 8th grade algebra on the basis of a clearly defined measured of prior academic skill. We document two important facts. First, use of this new rule greatly reduced the relationship between course assignment and student factors such as income and race while increasing the relationship between course assignment and academic skill. Second, using a regression discontinuity analytic strategy, we show that the assignment rule had strong impacts on the fraction of students on track to complete algebra by 8th grade. Students placed in accelerated math were exposed to higher-skilled peers but larger class sizes. We describe future plans for assessing impacts on achievement and high school course-taking outcomes.

Algebra is considered a linchpin for success in secondary mathematics, serving as a gatekeeper to higher-level courses. Access to algebra is also considered an important lever for educational equity. Yet despite its prominence, large-scale examinations of algebra instruction are rare. In my dissertation, I endeavor to better understand what contemporary algebra instruction looks like. I explore instructional practices across a large sample of video recorded algebra lessons from 5 urban districts. To do this, I draw on video and other data from the Measures of Effective Teaching (MET) Project. In the first study, I utilize grounded analysis to describe the format and features of instruction in lessons in the sample. I find that most lessons are teacher-centered with some opportunity for student engagement in mathematical thinking; however, very few lessons provide significant opportunities for student exploration or discovery of mathematical concepts. Looking beneath the surface, I find specific instructional practices teachers employ in algebra lessons and argue that improving these practices may be a promising lever for instructional improvement. Next, I describe the development and validation of an observational instrument oriented toward algebra and designed to measure the nature and quality of these practices. Finally, in the third paper, I use the observational instrument to describe the frequency and quality of these practices in algebra lessons in the sample. I present both descriptive results and qualitative cases of algebra lessons to illustrate these instructional features.