Math Pathways | Middle School Math
Research shows that students accessing advanced math courses, such as Algebra 1 in middle school and Advanced Placement (AP)/International Baccalaureate (IB)/Dual Credit math in high school, are more likely to successfully obtain a postsecondary credential and earn a living wage job. Over the past ten years, math course-taking patterns have changed significantly, and it is important to understand these changes so that we support students with appropriate advanced math pathways aligned with their career aspirations.
About this data:
E3 Alliance relies primarily on data from the University of Texas Education Research Center (ERC). This data allows for a longitudinal understanding of middle school Algebra 1 completion based on where and when a student finishes 8th grade. This data pertains to 8th grade students who were enrolled within the state of Texas at the end of a given school year.
Following are items to note:
The year of the data represents the year of finishing 8th grade. Algebra 1 completion rates reflect whether a student completed the course in Texas by 8th grade. There is a delay in data availability due to state approval within the ERC and analysis time. As such, if you choose to explore data from Central Texas, the graphs below present Algebra 1 completion data in the most recent available year in Texas schools.
30%
128,113 / 422,505
Texas
Middle School Algebra 1 Completion Rate
30%
31,175 / 104,903
Houston
Middle School Algebra 1 Completion Rate
Digging Deeper: Gender, Income, and Race Play a Role in Middle School Algebra 1 Completion Rates
Reviewing the latest completion data by student groups based on their gender, income, and race allows us to take a closer look at which student groups are being underserved.
In Texas for the class of 2020, Asian females from non-low-income households completed Algebra 1 by middle school at the highest rates (74%), while Black males from low-income households completed Algebra 1 by middle school at the lowest rates (13%).
For almost all racial groups, females from non-low-income households completed at the highest rates, followed by males from non-low-income households, then females from low-income households, and males from low-income households.
Middle School Algebra 1 Completion Rates, 8th Grade Cohort, 2021
Middle School Algebra 1 Completion Varies by Race
Middle school Algebra 1 completion patterns in Texas show racial disparities that point to the need for systemic change around opportunities, access, and support.
For the Texas class of 2020, education systems are completing Asian students in Algebra 1 by middle school at a rate of over eight times more than Black students (Asian - 66%, Black - 19%).
Use the comparison feature to look at disparities in enrollment in your region. Are disparities larger or smaller than the state?
Disparities Exist in Middle School Algebra 1 Completion by Household Income
Household income disparities in middle school Algebra 1 completion rates exist in Texas. More students from non-low-income households complete Algebra 1 by middle school than students from low-income households.
In Texas, for the class of 2020, about 2 in 10 students from low-income households completed Algebra 1 in middle school, compared to more than 4 in 10 students from non-low-income households.
Use the comparison feature to compare your region to the state. Are there greater or lesser disparities in your region?
Economic Status
Ethnicity
Gender
Economic Status
Ethnicity
Gender
Middle School Algebra 1 Completion Increasing in Last Decade
Texas has seen an overall upward trend in middle school Algebra 1 completion rates for the past ten years.
In Texas overall, completion rates increased from 23% of the class of 2011 to 30% of the class of 2020.
Use the comparison feature to see how the trend in your region compares to the state.
Disparities in Middle School Algebra 1 Completion by Household Income Have Not Decreased in Texas
Disparities in Texas continue in middle school Algebra 1 completion rates for students from low-income households as compared to students from non-low-income households. Even as completion rates have increased for both groups over the past ten years, this disparity persists.
For students from low-income households, middle school Algebra 1 completion rates increased from 16% for the class of 2011 to 22% for the class of 2020.
For students from non-low-income households, completion rates increased from 33% for the class of 2011 to 41% for the class of 2020.
Use the comparison feature to view the trend in your region as compared to the state. Is the trend moving in the same direction? Are the disparities increasing, decreasing, or remaining the same over time?
Disparities in Middle School Algebra 1 Completion by Race Persist Over Time
In Texas, all student groups have seen an increase in middle school Algebra 1 completion. Although the trends have been similar across groups, the disparity between the highest completing groups and lowest completing groups have persisted.
Use the comparison feature to look at trends in your region by race over the past ten years, as compared to the state. Are disparities increasing or decreasing in your region? Do some groups trend in different directions than others?