Racial and Socioeconomic Divides in Algebra Teaching and Learning

Findings from the American Mathematics Educator Study

A transcript for this video is available via YouTube. The transcript and captions are auto-generated and have not been edited.

Julia H. Kaufman, Lauren Covelli, Shaun Dougherty, Dan D. Goldhaber

VideoPublished Nov 13, 2024

When and how algebra is taught remains one of the most controversial issues in education policy in the United States. In this webinar, RAND researchers share new findings about who has access to algebra in 8th and 9th grade and the systemic inequities that compromise the mathematics learning of students in higher-poverty schools. The discussants also reflect on these findings and their implications.

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Kaufman, Julia H., Lauren Covelli, Shaun Dougherty, and Dan D. Goldhaber, Racial and Socioeconomic Divides in Algebra Teaching and Learning: Findings from the American Mathematics Educator Study, RAND Corporation, PT-A2836-2, 2024. As of May 1, 2025: https://www.rand.org/pubs/presentations/PTA2836-2.html

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Kaufman, Julia H., Lauren Covelli, Shaun Dougherty, and Dan D. Goldhaber, Racial and Socioeconomic Divides in Algebra Teaching and Learning: Findings from the American Mathematics Educator Study. Santa Monica, CA: RAND Corporation, 2024. https://www.rand.org/pubs/presentations/PTA2836-2.html.
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