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Education is at a Crossroads: Help Us Illuminate the Path Forward.听

Like learning to read by third grade, taking eighth grade math is a pivotal moment in a child鈥檚 education. Students who pass Algebra 1 in eighth grade are more likely to sign up for more advanced math courses, and those who pass more advanced math courses are more likely to graduate from college and earn more money. 鈥淎lgebra in eighth grade is a gateway to a lot of further opportunities,鈥� said Dan Goldhaber, an economist who studies education at the American Institutes for Research, in a recent webinar.

Researchers are trying to understand why so few Black and Hispanic students and low-income students of all races are making it through this early gate. While 25 percent of white students passed algebra in eighth  grade in 2021, only 13 percent of Black students did, according to the most recent .

A collection of surveys of teachers and principals, conducted by the research organization RAND, suggests three problems at the poorest middle schools, which are disproportionately populated with Black and Hispanic students. Many don鈥檛 offer algebra at all. Their teachers have less training and math expertise, and they describe how they spend classroom time differently than teachers do at wealthier schools. That means the most advanced students at many middle schools in poor communities don鈥檛 have the opportunity to learn algebra, and many students at high-poverty schools aren鈥檛 receiving the kind of math lessons that could help them get ready for the subject. 

In 2023 and 2024, RAND surveyed more than 3,000 school principals and almost 1,000 math teachers across the country. The educators are part of a specially constructed national sample, designed to reflect all public schools and the demographics of the U.S. student population. A  analyzing some of the survey findings was released in October 2024. (That analysis was funded by the Bill & Melinda Gates Foundation, which is among the many funders of The Hechinger Report.)

The poorest 25 percent of schools had vastly different course offerings and teachers than the wealthiest 25 percent. Most strikingly, nearly a quarter of the highest poverty schools didn鈥檛 offer algebra at all to any eighth graders, compared with only 6 percent of the wealthiest schools. 

Conversely, poor schools are much less likely to adopt an algebra-for-all policy in eighth grade. Nearly half of the wealthiest schools offered algebra to all of their eighth grade students, regardless of math ability, compared with about a third of the poorest schools. 

Math teachers at high-poverty schools tended to have weaker professional preparation. They were far more likely to have entered the profession without first earning a traditional education degree at a college or university, instead completing an alternative certification program on the job, often without student teaching under supervision. And they were less likely to have a graduate degree or hold a mathematics credential. 

In surveys, a third of math teachers at high-poverty schools reported that they spent more than half of class time teaching topics that were below grade level, as well as managing student behavior and disciplining students. Lecture-style instruction, as opposed to classroom discussion, was far more common at the poorest schools compared to the wealthiest schools. RAND researchers also detected similar discrepancies in instructional patterns when they examined schools along racial and ethnic lines, with Black and Hispanic students receiving 鈥渓ess optimal鈥� instruction than white students. But these discrepancies were stronger by income than by race, suggesting that poverty may be a bigger factor than bias.

Many communities have tried putting more eighth graders into algebra classes, but that has sometimes left unprepared students worse off.  鈥淪imply giving them an eighth grade algebra course is not a magic bullet,鈥� said AIR鈥檚 Goldhaber, who commented on the RAND analysis during a Nov. 5 . Either the material is too challenging and the students fail or the course was 鈥渁lgebra鈥� in name only and didn鈥檛 really cover the content. And without a college preparatory track of advanced math classes to take after algebra, the benefits of taking Algebra 1 in eighth grade are unlikely to accrue.

It鈥檚 also not economically practical for many low-income middle schools to offer an Algebra 1 course when only a handful of students are advanced enough to take it. A teacher would have to be hired even for a few students and those resources might be more effectively spent on something else that would benefit more students. That puts the most advanced students at low-income schools at a particular disadvantage. 鈥淚t鈥檚 a difficult issue for schools to tackle on their own,鈥� said Goldhaber. 

Improving math teacher quality at the poorest schools is a critical first step. Some researchers have suggested paying strong math teachers more to work at high-poverty schools, but that would also require the renegotiation of union contracts in many cities. And, even with financial incentives, there is a shortage of math teachers. 

For students, AIR鈥檚 Goldhaber argues the time to intervene in math is in elementary school to make sure more low-income students have strong basic math skills. 鈥淒o it before middle school,鈥� said Goldhaber. 鈥淔or many students, middle school is too late.鈥�

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