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Access to Algebra I: Effects of Online Mathematics for Grade 8 Students (Virtual Algebra-VA)
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This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K–12 students and to calls from policymakers to provide students with adequate pathways to advanced course-taking sequences in mathematics (National Mathematics Advisory Panel 2008). This study tested the impact of expanding access to Algebra I to grade 8 students by offering an online course in schools that do not typically offer Algebra I in grade. It is the first randomized control trial testing the impact of providing an online Algebra I course on students’ mathematics achievement and course taking trajectories over time. The primary goal of the study was to measure the effects of offering an online Algebra I course to algebra-ready (AR) students in grade 8 in schools that do not typically offer the course. The primary research questions asked whether access to online Algebra I improves AR students’ knowledge of algebra in the short term and whether it opens doors to more advanced mathematics course sequences in the longer term. The specific primary research questions were: 1. What is the impact of offering an online Algebra I course to AR students on their algebra achievement at the end of grade 8? 2. How does offering an online Algebra I course to AR students affect their likelihood of participating in an advanced course sequence in high school?
The secondary goal of the study was to estimate whether there are potential unintended consequences (or side effects) of offering online Algebra I to AR students. Offering the online Algebra I course may affect these students in unintended ways. Taking an online Algebra I instead of general grade 8 mathematics may, for example, adversely affect AR students’ general mathematics achievement. Providing online Algebra I to AR students may also have unintended consequences for non–algebra ready (N–AR) students—the students who remain in the general mathematics course. For example, when the AR students are removed from the general grade 8 mathematics class, outcomes for the remaining students may be affected because of peer effects; smaller class sizes; a change in course emphasis (for example, less algebra); or other reasons.
Four secondary research questions examined these issues: 3. What is the effect of providing online Algebra I to AR students on their general mathematics achievement at the end of grade 8? 4. What is the effect of providing online Algebra I to AR students on the algebra achievement of N–AR students at the end of grade 8? 5. What is the effect of providing online Algebra I to AR students on the general mathematics achievement of N–AR students at the end of grade 8? 6. How does offering an online Algebra I course to AR students affect the likelihood that N–AR students follow an intermediate course sequence in high school? xi By answering the primary and secondary research questions, this study examined what happens to the entire population of grade 8 students—including potential benefits and possible negative consequences—when a school uses an online course as a way to offer Algebra I to AR students. The study thus sought to inform decision makers who are considering investing in an online course as a means to broaden access to Algebra I in grade 8. The study also posed two exploratory questions that further examine the impact of online Algebra I on AR students’ high school course-taking: 7. How does access to online Algebra I in grade 8 affect the likelihood that AR students sign up for advanced courses in grade 9? 8. How does access to online Algebra I in grade 8 affect the likelihood that AR students “double up,” or take more than one mathematics course per year, in grade 9 or 10?
Identification and Summary
Heppen, J.B., Walters, K., Clements, M., Faria, A., Tobey, C., Sorensen, N., and Culp, K. (2012). Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. (NCEE 2012–4021). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K–12 students and to calls from policymakers to provide students with adequate pathways to advanced course-taking sequences in mathematics (National Mathematics Advisory Panel 2008). This study tested the impact of expanding access to Algebra I to grade 8 students by offering an online course in schools that do not typically offer Algebra I in grade. It is the first randomized control trial testing the impact of providing an online Algebra I course on students’ mathematics achievement and course taking trajectories over time. The primary goal of the study was to measure the effects of offering an online Algebra I course to algebra-ready (AR) students in grade 8 in schools that do not typically offer the course. The primary research questions asked whether access to online Algebra I improves AR students’ knowledge of algebra in the short term and whether it opens doors to more advanced mathematics course sequences in the longer term. The specific primary research questions were: 1. What is the impact of offering an online Algebra I course to AR students on their algebra achievement at the end of grade 8? 2. How does offering an online Algebra I course to AR students affect their likelihood of participating in an advanced course sequence in high school?
The secondary goal of the study was to estimate whether there are potential unintended consequences (or side effects) of offering online Algebra I to AR students. Offering the online Algebra I course may affect these students in unintended ways. Taking an online Algebra I instead of general grade 8 mathematics may, for example, adversely affect AR students’ general mathematics achievement. Providing online Algebra I to AR students may also have unintended consequences for non–algebra ready (N–AR) students—the students who remain in the general mathematics course. For example, when the AR students are removed from the general grade 8 mathematics class, outcomes for the remaining students may be affected because of peer effects; smaller class sizes; a change in course emphasis (for example, less algebra); or other reasons.
Four secondary research questions examined these issues: 3. What is the effect of providing online Algebra I to AR students on their general mathematics achievement at the end of grade 8? 4. What is the effect of providing online Algebra I to AR students on the algebra achievement of N–AR students at the end of grade 8? 5. What is the effect of providing online Algebra I to AR students on the general mathematics achievement of N–AR students at the end of grade 8? 6. How does offering an online Algebra I course to AR students affect the likelihood that N–AR students follow an intermediate course sequence in high school? xi By answering the primary and secondary research questions, this study examined what happens to the entire population of grade 8 students—including potential benefits and possible negative consequences—when a school uses an online course as a way to offer Algebra I to AR students. The study thus sought to inform decision makers who are considering investing in an online course as a means to broaden access to Algebra I in grade 8. The study also posed two exploratory questions that further examine the impact of online Algebra I on AR students’ high school course-taking: 7. How does access to online Algebra I in grade 8 affect the likelihood that AR students sign up for advanced courses in grade 9? 8. How does access to online Algebra I in grade 8 affect the likelihood that AR students “double up,” or take more than one mathematics course per year, in grade 9 or 10?