Impact stories
Changing when and how students are placed into Algebra I
For over 20 years, Virginia educators questioned the inconsistent placement of middle schoolers into Algebra I, a key gateway to advanced high school math and future career opportunities.
Why did some students take Algebra I in 7th or 8th grade? Did taking Algebra I in middle school benefit students? And, did all students have equal access?
While leading the Regional Educational Laboratory Appalachia, Deborah and her team conducted research and a series of capacity building activities in partnership with school divisions and state leaders. The set of projects informed state and local conversations about how to determine how to place students in Algebra I in middle school to the benefit of students and provided a data-driven model for districts to "untrack" math placement. This blogpost summarizes the study, shares resources, and communicates implications for educators at all levels.
Deborah and her team were thrilled that in 2025, Virginia legislators created an objective, fair, and consistent approach to middle school Algebra I placement for all students.
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