Abstract
This study examines the impact of early Algebra I coursework on advanced Carnegie credits among 12th graders from diverse racial/ethnic backgrounds, using data from the NCES HSTS (1990-2019). Findings indicate that early Algebra students, particularly Black and Latinx, earn more advanced credits, revealing a widening gap in advanced course attainment. The study underscores the importance of early Algebra in college readiness and STEM preparation, highlighting the need for interventions to address educational disparities. Future research should explore additional factors influencing college readiness.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Edosomwan, K., Young, J. L., & Young, J. R. (2024). The Relationship between Middle Grades Algebra and Advanced Carnegie Credits: A QuantCrit Analysis. Middle Grades Review, 10(1). https://scholarworks.uvm.edu/mgreview/vol10/iss1/3
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