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Download full textKristian Edosomwan; Jemimah L. Young; Jamaal R. Young – Middle Grades Review, 2024
This study examines the impact of early Algebra I coursework on advanced Carnegie credits among 12th graders from diverse racial/ethnic backgrounds, using data from the NCES HSTS (1990-2019). Findings indicate that early Algebra students, particularly Black and Latinx, earn more advanced credits, revealing a widening gap in advanced course…
Descriptors: Algebra, Credits, Educational Attainment, Measurement Techniques
