Algebra: A Challenge at the Crossroads of Policy and Practice

This project is an investigation of (a) the policy demands within which the call for early algebra is rooted; (b) the ways in which the problem is currently being addressed by states, districts, schools and teachers; and (c) the effect on students’ opportunities to learn algebra of the activities that are continually being put into place to deal with the problem. Despite scores of policy documents and increasing numbers of studies on early algebra, a clear and useful synthesis of where we are and what needs to be done next is not available. The purpose of this project is to assess and report what is known and what needs to be known about the "Algebra Problem" in order to mount an effective response to this challenge.