Early acceleration of students in mathematics: Does it promote growth and stability of growth in achievement across mathematical areas?

Using data from the Longitudinal Study of American Youth (LSAY), the present study examined whether early acceleration of students into formal algebra at the beginning of middle school promoted evident growth in different mathematical areas (basic skills, algebra, geometry, and quantitative literacy) and stable growth across these mathematical areas. Results of multivariate multilevel analyses showed that low achieving students who were accelerated into formal algebra grew faster than not only low achieving students who were not accelerated but also high achieving students who were not accelerated. The rates of growth of accelerated low achieving students were even comparable to those of accelerated high achieving students. All low achieving students showed the same potential to take advantage of early acceleration regardless of their individual, family, and school characteristics. Early acceleration also promoted stability of growth across mathematical areas, and this stability was not dependent on student and school characteristics. 2005 Elsevier Inc. All rights reserved. 0361-476X/$ see front matter 2005 Elsevier Inc. All rights reserved. doi:10.1016/j.cedpsych.2005.02.001 q The author is grateful for financial support received from the National Academy of Education and the Spencer Foundation. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies. * Fax: +1 859 257 1602. E-mail address: [email protected]. 440 X. Ma / Contemporary Educational Psychology 30 (2005) 439–460