Study finds early push to algebra might not boost performance

Encouraging students to take algebra I in middle school to prepare for high-level math in high school does not necessarily correspond with higher achievement on the National Assessment of Educational Progress, according to a new report by the Brown Center on Education Policy at the Brookings Institution in Washington, D.C. Tom Loveless of Brookings says the findings may indicate that middle-school math is not as rigorous as previously thought.

View Full Article in:

Education Week (premium article access compliments of EdWeek.org)

Published in Brief:

SmartBrief Job Listings for Education

Job Title Company Location
Senior Researcher (8194)
American Institute for Researcher
Washington, DC
Technical Assistance Associate (8330)
American Institute for Researcher
Chicago, IL
Technical Assistance Consultant (8336)
Am
Chicago, IL
Director of Professional Services
Engaging Schools, Inc.
Cambridge, MA
Principal at Timberland Charter Academy
Timberland Charter Academy
Muskegon, MI