A Study of the Impact of Detracking High School Algebra Students in Suburban Chicago

High school algebra has long been called the "gateway" to higher mathematics and Algebra II is considered a "threshold course" for higher-paying jobs (Steen, 2007). Students often struggle with this course and many theories have been created and tested in American schools; to address a weakness in math skills, students have been "tracked" and "detracked". Research has been contradictory for both theories of math placement. Some educators believe schools have the responsibility to "track" students based on their ability and future plans, while others state that "detracked" students should experience an equally challenging curriculum. Prior research has shown lower-ability algebra students can benefit from detracked classes without sacrificing the success of higher-ability students. The study described in this dissertation addressed these issues with math education. Students at two high schools in the same suburban Chicago school district were placed in either tracked or detracked freshman algebra classes. In one school, they were placed in either Algebra AB or Algebra 1 based on standardized test scores and teacher recommendations, while in the other school all students were placed in Algebra 1. All students followed the same curriculum throughout the school year. First and second semester algebra grades, math grade point averages, standardized test scores, and overall cumulative grade point averages were compared to assess success of the detracked program. Students were randomly assigned to teachers who were also randomly assigned. Over 1,000 students were studied over a three-year period. Although there was no statistically significant difference between the standardized test scores or overall academic achievement of the detracked and tracked students, math achievement was higher for students enrolled in the detracked algebra classes.