Steele, Michael DRemillard, JanineBaker, John YKeazer, Lindsay MHerbel-Eisenmann, Beth2023-05-222023-05-222016-04-012016-07-28https://repository.upenn.edu/handle/20.500.14332/8440The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes.Educational Assessment, Evaluation, and ResearchEducational MethodsTeacher Education and Professional DevelopmentReport