An analysis of the relationship between developmental mathematics and early access to Algebra 1

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this quantitative study was to analyze the impact of early access to algebra on developmental math enrollment in college. This study specifically analyzed 30 St. Louis area high schools. Developmental math enrollment numbers and the percentage of students with early access to algebra in the eighth grade were analyzed to address the research questions. A hierarchical multiple linear regression was used to find a statistically significant relationship between early access to Algebra 1 and developmental math enrollments in college. High schools with a higher percentage of students with early access to Algebra 1 had fewer graduating students requiring developmental mathematics courses in college.