The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students: Effects on Instructional Organization and Students’ Academic Outcomes

Educational Evaluation and Policy Analysis just published online “The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students: Effects on Instructional Organization and Students’ Academic Outcomes.” In this study, Takako Nomi, senior research analyst at the University of Chicago Consortium on Chicago School Research, examines test data from 1994 to 1999. The research shows that schools created more mixed-ability classrooms when eliminating remedial math classes. As an unintended consequence, skill levels and test scores declined for high-skill students.

read EEPA article 
Published online before print July 31, 2012

EPPA article cited in Curriculum Matters Blog, Education Week, August 2, 2012