Sep 30, 2026 · 40 min · 11 segments
Kimberly Richey, Assistant Secretary for Civil Rights at the U.S. Department of Education, joins Mike Petrilli and David Griffith to talk about the latest federal guidance on school discipline and…
Kimberly RicheyGuest
Mike PetrilliHost
Amber NorthernDavid GriffithHost
We have a new research brief from our friends at NWEA, just always using their map data to just answer interesting questions.
So this time they are looking at math education policy via the lens of this study that asks, one, are students who are ready for eighth grade algebra actually enrolled in it? And two, does taking algebra in eighth grade rather than waiting until ninth grade actually improve student outcomes, which seems like questions we need answers to.
So they are looking specifically at whether there's a disadvantage to delaying algebra until ninth grade for students who are already ready by the end of seventh grade.
And for students who are not ready by the end of seventh grade, does waiting until ninth grade actually help them? Okay, so they're using nationwide math growth data for 55,000 middle schoolers.
They have 7th grade math growth scores and 8th or 9th grade math growth and algebra.
RIT benchmark of 237, what does that mean? It means that RIT is a score from NWA's MAP growth test, and it shows where a student is performing academically regardless of grade level.
So in this case, they're saying a score of 237 is the point at which students are considered likely to be ready for Algebra 1. based on these prior studies that they've done that connect MAP growth scores to students' odds of reaching proficiency on state algebra and, of course, exams.
First, that benchmark I just mentioned is derived from linking studies they've done to EOC algebra tests in Texas, Ohio, Georgia and North Carolina.
So that means they're looking at median cut scores across those states.
So it might not generalize to every state accountability condition or context.
And then second, the researchers are comparing algebra outcomes for students who were ready by spring of seventh grade, but waited until ninth grade to take it.
And then they are then looking at those who were ready to take it and took it.
And we know that there may be unobservable reasons why kids end up in eighth grade versus ninth grade algebra beyond what these MAP scores are capturing.
We have a new research brief from our friends at NWEA, just always using their map data to just answer interesting questions.
So this time they are looking at math education policy via the lens of this study that asks, one, are students who are ready for eighth grade algebra actually enrolled in it? And two, does taking algebra in eighth grade rather than waiting until ninth grade actually improve student outcomes, which seems like questions we need answers to.
So they are looking specifically at whether there's a disadvantage to delaying algebra until ninth grade for students who are already ready by the end of seventh grade.
And for students who are not ready by the end of seventh grade, does waiting until ninth grade actually help them? Okay, so they're using nationwide math growth data for 55,000 middle schoolers.
They have 7th grade math growth scores and 8th or 9th grade math growth and algebra.
RIT benchmark of 237, what does that mean? It means that RIT is a score from NWA's MAP growth test, and it shows where a student is performing academically regardless of grade level.
So in this case, they're saying a score of 237 is the point at which students are considered likely to be ready for Algebra 1. based on these prior studies that they've done that connect MAP growth scores to students' odds of reaching proficiency on state algebra and, of course, exams.
First, that benchmark I just mentioned is derived from linking studies they've done to EOC algebra tests in Texas, Ohio, Georgia and North Carolina.
So that means they're looking at median cut scores across those states.
So it might not generalize to every state accountability condition or context.
And then second, the researchers are comparing algebra outcomes for students who were ready by spring of seventh grade, but waited until ninth grade to take it.
And then they are then looking at those who were ready to take it and took it.
And we know that there may be unobservable reasons why kids end up in eighth grade versus ninth grade algebra beyond what these MAP scores are capturing.
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