Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary School

By Adam Gamoran, Eileen Hannigan. 2000

263 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/b71522fa3abc08cf46e4ebe5780a1d34888fb3f4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Modeling and Simulation

Citations in the corpus

Accountability, Rigor, and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students (2008, unknown): “Those who favor tracking warn that if there is an influx of low-achieving students in high-track classes, the learning of high achievers might be adversely affected even if the hightrack curriculum remains (Gamoran & Hannigan, 2000; White, Gamoran, Porter, & Smithson, 1996).”
Strengthening the Academic Pipeline Leading to Careers in Math, Science, and Technology for Latino Students (2006, background): “Gamoran and Hannigan (2000), in a separate study of the effects of expanding access to algebra, found no evidence that increasing the diversity of skill levels in newly heterogeneous algebra classes decreased the achievement outcomes for students in the classes they studied. Given Adelman’s (1998) f”
Third Annual Brown Lecture in Education Research—The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future (2007, background): “…of similar backgrounds and initial achievement levels are exposed to more and less challenging curriculum material, those given the richer curriculum opportunities outperform those placed in less challenging classes (Gamoran & Berends, 1987; Gamoran & Hannigan, 2000; Oakes, 1985; Peterson, 1989).”
Aiming High and Falling Short (2015, background): “…low-level courses and integrating students who once would have taken these courses into more advanced classrooms, these policies likely have a wide range of intended and unintended consequences on the content, pedagogy, and social organization of secondary schools (Gamoran & Hannigan, 2000).”
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago (2009, background): “Several studies have shown that students who take advanced courses perform better on standardized tests than do those without advanced course work (Attewell & Domina, 2008; Chaney, Burgdorf, & Atash, 1997; Gamoran & Hannigan, 2000; St. John, Musoba, Gross, & Chung, 2004).”
Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, unknown): “…high school achievement and college entrance exams (ACT, 2005; Attewell & Domina, 2008; Bryk, Lee, & Smith, 1990; Cool & Keith, 1991; Gamoran, 1987; Gamoran & Hannigan, 2000; Effects of High School Course-Taking National Center for Education Statistics [NCES], 1997; Nomi & Allensworth, 2009; Rock…”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “…students; Multiplicative concept; Quantitative reasoning; Unknowns More students are taking algebra courses (Nord et al., 2011; Rampey, Dion, & Donahue, 2009), in part because doing so has been linked to increased educational and economic opportunities (Gamoran & Hannigan, 2000; Moses, 2001).”
Improving the Targeting of Treatment (2012, background): “…likely to earn only a C or D at college level, meaning their classification will depend upon the standard of success chosen). school algebra, see Gamoran & Hannigan, 2000; on high school coursework, see Long, Conger, & Iatarola, 2012; and on curricular intensity in high school, see Attewell &…”
Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra (2006, background): “Gamoran and Hannigan (2000) found that “whether cognitive differences among students lead to variation in learning rates, or not, taking algebra is still a good idea for everyone” (p. 250). Moreover, Smith (1996) maintained that “the question of whether schools should provide advanced coursework to ”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Tracking may also play a role in the math gender gap (Gamoran & Hannigan, 2000).”
Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement (2010, result): “…lower level classes, our results (as shown in Table 1) are also consistent with prior research demonstrating that being in advanced math classes improves mathematics achievement for all students (Attewell and Domina 2008; Dauber et al. 1996; Gamoran and Hannigan 2000; Mickelson and Heath 1999).”
The Advanced Placement Arms Race and the Reproduction of Educational Inequality (2013, background): “Researchers have argued for universal offerings of algebra in middle schools (Gamoran & Hannigan, 2000; Raudenbush, Fotiu, & Cheong, 1998), and some even go beyond advocating universal access to collegelevel curriculum in high schools (i.e., Advanced Placement courses).”