Nationwide, schools are pushing for more students to take Algebra I in eighth grade, prior to formally entering high school. The algebra-for-all movement has been intended to alleviate equity issues which held minority and low-income students back from entering a college-preparatory path in high school. Students with the needed content, processing, and cognitive skills benefit from this early entry to high school mathematics; however, students who are not prepared for higher level mathematics struggle and continue to have difficulty with mathematics into high school as well. In Virginia, Algebra I serves as the first high school credit-bearing mathematics course. While Virginia has specific standards for students to demonstrate proficiency at each grade level prior to entering Algebra I, there is a need to either skip one grade level of mathematics or to compress the prescribed mathematics curriculum into a shorter time period in order to complete the course as an eighth grade rather than as a ninth grade student. Each school division decides how this process will take place. This study examined the curricular pathways used by Virginia school divisions to prepare students for successful completion of Algebra I by the end of middle school through either grade skipping or compressing the curriculum. Entry points to the curriculum were compared, as well as the placement criteria considered in putting students on this curricular pathway. The study sought to determine if there is a relationship between curricular pathways used and scores on the Algebra I, End-of-Course Standards of Learning test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]