More Than Just Adding Courses: Evidence on Algebra and Equity from the American Mathematics Educator Study

Math achievement plays a pivotal role in students’ success in school and beyond. Algebra, in particular, serves as a crucial gateway: it increases the chances a student takes advanced math in high school, which has implications for their college and career prospects. In 2023 and 2024, the American Mathematics Educator Study (AMES) surveyed teachers and principals nationwide to learn more about how students access and experience algebra in 8th and 9th grade. A key finding from the surveys: schools serving mostly low-income students are far less likely to offer algebra in 8th grade compared to those serving more affluent students. The surveys also identified other issues that can hinder equitable access to algebra and math education, including:

• Uneven access to qualified math teachers.
• Math instruction that disproportionately focuses on remedial content in disadvantaged communities.
• Limited access to advanced math courses beyond algebra in high-poverty schools.
• Different approaches to algebra eligibility and achievement grouping (e.g., tracking) that may perpetuate inequity.

These systemic inequities—in both opportunities and experiences—suggest that making algebra more available is a necessary but insufficient step towards closing gaps in access to advanced math education.

This research brief summarizes findings from nationwide surveys of teachers and principals administered in 2023 and 2024 as part of the American Mathematics Educator Study (AMES). The brief is based on a working paper by RAND authors Lauren Covelli, Julia Kaufman, and Umut Özek, which examines how America’s students access and experience algebra in 8th and 9th grade. To go deeper, read the full working paper.