While our primary analysis centers on improving teacher effectiveness, other emerging strategies are showing promise in boosting math achievement—especially as it relates to expanding access to advanced coursework. Two policies in particular are worth considering:
- Automatic enrollment in advanced math courses.
- Expanding access to eighth grade algebra.
Automatic enrollment in advanced math courses
Certain groups of students, despite being prepared for advanced coursework, often face barriers to access due to factors beyond their control. For example, research demonstrates that students of color are enrolled in advanced coursework at significantly lower rates than their white peers, despite being no less likely to succeed when enrolled in these courses.1
Access to advanced coursework is a crucial gateway to higher-level math courses in high school, such as statistics and calculus, which are essential for success in math- and science-based careers. Automatic enrollment policies place students in advanced courses (e.g., Advanced Placement [AP] and International Baccalaureate [IB] courses) based on strong performance on state assessments or other objective measures. Some policies may also allow parents and teachers to opt students in or out of advanced courses, but that has done little to change equitable access for all students to these courses. Research has shown that students who gain access to advanced coursework are more likely to continue excelling in advanced mathematics, opening doors to future academic and career opportunities.2 Grants and other targeted funding may help districts design and implement enrollment policies that best meet the needs of their students. But given that automatic enrollment policies are a relatively new phenomenon—currently implemented in only six states—research on their long-term impact remains limited. To ensure effectiveness and equity, states should pair these policies with rigorous evaluations to measure their impact.
State Spotlight: North Carolina
North Carolina’s Automatic Enrollment policy, enacted in 2018, has significantly increased enrollment in advanced math courses across all student subgroups. Under this statewide policy, all students in Grades 3–12 who score a Level 5 on the state assessment are automatically placed in advanced mathematics pathways.
Expanding access to eighth grade algebra
Expanding access to Algebra I in eighth grade is a strategy to improve math outcomes by setting students on a path toward advanced coursework. However, state-level implementation has yielded mixed results.
Minnesota, which has mandated universal eighth grade algebra for years, has seen mixed results. While expanding access to advanced coursework slightly increased the percentage of students taking calculus—from 1.25% to 1.76%—overall enrollment in advanced math courses lags behind states without universal requirements.3 A key factor may be the state’s decision to allow students to take Algebra I over two years, effectively diluting the benefits of early exposure.
Similarly, a 2015 study in California found that making Algebra I the accountability benchmark test for eighth grade mathematics had unintended consequences. While the policy aimed to expand access to advanced coursework, it ultimately led to declines in student achievement, particularly in large districts where many students were placed in courses for which they were not prepared to succeed.4
While early access to algebra can open doors to higher-level math, research does not support a universal mandate. Instead, states should expand access based on student readiness and track results to ensure equitable access and student outcomes.
Endnotes
- Theokas, C., & Saaris, R. (2013). Finding America’s missing AP and IB students (Shattering Expectations Series). Education Trust.
- Plucker, J. A., Berg, B., & Kuwayama, H. (2024). Automatic enrollment in advanced courses: A bipartisan approach to excellence and equity in K–12 schools. Johns Hopkins University.
- Yoder, S. (2025, January 2). One state tried algebra for all eighth graders. It hasn’t gone well. The Hechinger Report. http://hechingerreport.org/one-state-tried-algebra-for-all-eighth-graders-it-hasnt-gone-well/
- Domina, T., McEachin, A., Penner, A., & Penner, E. (2015). Aiming high and falling short: California’s eighth-grade algebra-for-all effort. Educational Evaluation and Policy Analysis, 37(3), 275–295.