Black Students Are Less Likely Than Their Peers to Take Algebra Before High School

When students take algebra in eighth-grade, they have access to advanced mathematics courses in high school, such as calculus. This gives these high-achieving students an advantage when applying to college and increases their likelihood to major in a STEM field, leading to higher potential earnings later in life compared to students who wait to take algebra until high school.

According to a new brief from NWEA, Black students are the least likely racial group to enroll in eighth-grade algebra, even when they are among the top performing students in their grade.

Drawing from data on over 162,000 eighth-grade students in 22 states during the 2023-2024 academic year, the study found 58 percent of all schools in the United States offer eighth-grade algebra. Among majority-Black or Latino schools, only 45 percent offer the course. In contrast, 61 percent of majority-White or Asian schools offer algebra before high school.

Among schools that do offer eighth-grade algebra, there are significant racial disparities in the students who enroll in the course. Only 17 percent of Black students in schools that offer eighth-grade algebra take the course, compared to 55 percent of Asian students, 36 percent of White students, and 22 percent of Latino students.

Notably, this racial disparity persists even among schools’ highest-performing students. In an examination of schools’ top 20 percent of fifth-graders, only 60 percent of Black students went on to take algebra in eighth grade, compared to 84 percent of Asian students and 68 percent of White and Latino students.

The study authors attribute biases in placement decisions as the explanation for this racial disparity. Most schools use a mix of standardized test scores, teacher recommendations, and parent requests when choosing which students get to take algebra before high school. Prior studies have found teachers rate White students as higher achieving than Black and Latino students, even when test scores are similar. Parent referrals are also more common among White and high-income families.

Instead of these more subjective measures, the authors call for the implementation of universal screening methods and automatic placement for high-achieving students into advanced math pathways. They urge policymakers to advocate for universal screening, particularly in low-income and rural districts. The authors also encourage school districts to adopt universal screening and expand academic support resources for students.