Learning about New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE). CPRE Research Reports

The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college succes...

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Veröffentlicht in:	Consortium for Policy Research in Education 2016
Hauptverfasser:	Steele, Michael D, Remillard, Janine, Baker, John Y, Keazer, Lindsay M, Herbel-Eisenmann, Beth
Format:	Report
Sprache:	eng
Schlagworte:	Algebra Career Readiness College Readiness Common Core State Standards Curriculum Development Educational Legislation Educational Policy Enrollment Trends Faculty Development Federal Aid Federal Legislation Federal Programs Learning Readiness Lunch Programs Mathematics Education Resource Allocation School Districts Secondary School Students Student Characteristics Student Evaluation
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Beschreibung
Zusammenfassung:	The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes. [This document is a reissue of the April 2016 CPRE Research Report RR-86 under the same title.]