Time: 11:00 a.m. – 12:00 p.m. EDT

Location: Virtual

Registration Link: https://web.cvent.com/event/5200df64-1c8f-4f63-9e6e-fea94a0f86a7/summary

Description: This presentation showcases how the Regional Educational Laboratory Appalachia and its partners used the Virginia Longitudinal Data System (VLDS) and equivalent local data to (1) study mathematics coursetaking pathways of students who completed Algebra I in grades 7–9, (2) examine more closely the mathematics outcomes of students who completed Algebra I in grade 7 (referred to as hyper-accelerated students), and (3) improve implementation of policies and practices that promote equitable access and success in mathematics. Researchers and school division mathematics leaders will present recent research study findings and discuss how data was used to improve local policies and practices.

Partnership or Research Alliance: Student Success in Mathematics Partnership

Audience: Intended audience includes state and local district database managers, state and local district mathematics policymakers, mathematics teachers, and mathematics researchers

Speakers: Ryoko Yamaguchi, REL Appalachia, Plus Alpha Research & Consulting
Rebecca Schimdt, REL Appalachia, SRI International
Stephanie Haskins, Staunton City Schools
Brian Nussbaum, Harrisonburg City Public Schools

Report Citation: Yamaguchi, R., Jonas, D., Lynne, Schmidt, R. A., Sieber, M., Buffington, P., Neumayer DePiper, J., & Araoz, C. (2020). Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7–9 (REL 2021-038). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED608303.pdf