If students who take an Algebra course in the eighth grade have a greater record of academic success and a better chance of earning a higher income, we should ensure that more students take Algebra in the eighth grade, right?
Not necessarily. Duke public policy and economics professor Jacob Vigdor explained during a presentation to the John Locke Foundation’s Shaftesbury Society today why a policy of promoting greater enrollment in eighth-grade Algebra can hurt both the most mathematically inclined students and those with average or poor math skills. In the video clip below, Vigdor discusses the drawbacks of focusing attention only on students who struggle with math.
2:15 p.m. update: Click play below to watch the full 54:00 event.
You’ll find other John Locke Foundation video presentations here.
