Who Gets In? Examining Inequality in Eighth-Grade Algebra

Area of Science:

• Educational research
• Sociology of education
• Mathematics education

Background:

• Racial disparities persist in K-12 educational opportunities.
• Access to advanced mathematics courses like algebra is critical for future academic success.
• Understanding the roots of inequality in course access is essential for equitable education.

Purpose of the Study:

• To investigate if racial inequality in eighth-grade algebra access stems from prior opportunity differences or increases over time.
• To analyze how school racial composition influences these patterns of inequality.
• To compare access disparities between Black/Hispanic students and White peers, and between Black and Hispanic students.

Main Methods:

• Utilized data from a large urban school district.
• Analyzed eighth-grade algebra enrollment.
• Controlled for prior academic indicators: grades, test scores, and previous math course level.
• Examined variations based on school racial composition.

Main Results:

• Inequality in algebra access largely reproduces existing opportunity gaps in racially integrated schools.
• Evidence suggests increasing inequality in predominantly Hispanic schools, even when controlling for academic background.
• Disparities were observed between Black and Hispanic students and their White peers.

Conclusions:

• Racial inequality in accessing eighth-grade algebra is complex, involving both reproduction of prior gaps and, in some contexts, increasing disparities.
• School racial composition is a significant factor influencing the nature and extent of inequality.
• Targeted interventions may be needed, particularly in schools with high proportions of Hispanic students.