Access to Eighth-Grade Algebra and Placement Practices

This report examines the disparities in access to eighth-grade algebra and the placement practices that contribute to these inequities. It highlights that fewer than half of high-poverty and majority Black and Latino schools offer algebra, limiting advanced math pathways for students. Even in schools that provide algebra, enrollment is not equitable, with Black and Latino students significantly underrepresented compared to their Asian counterparts. The report discusses how placement practices, rather than academic ability, drive these inequities, suggesting that universal screening could mitigate biases in placement decisions. The authors present data from 162,000 eighth-grade students across 22 states, illustrating the lack of access and the impact of placement criteria on enrollment. Additionally, the report outlines actionable solutions for policymakers and school leaders, advocating for universal screening policies and improved placement practices to ensure equitable access to advanced math opportunities. The findings underscore the need for systemic changes to address educational disparities and promote equity in math education.