A new study for the U.S. Department of Education finds that when teens repeat algebra, it rarely helps, writes the Hechinger Report. In the study, students who got at least a C their first time round and passed the state algebra assessment were harmed by taking the course a second time: Both grades and test scores declined. Lower-performing students improved somewhat -- moving from an F to a D, for instance -- but few attained mastery. Eighty percent of repeaters still scored below "proficient" on state tests. The analysis doesn't explain why higher-performing students do worse the second time round, but it's likely they're demoralized by being held back. As to why teachers hold back students with fair grades, researchers found teachers were concerned that some students with passing grades weren't ready to advance. Teachers sometimes give high grades to those who try hard and hand in homework, even with calculations consistently wrong. Also, state scores weren't available in time for use in placement decisions. The study's purpose is to provide guidance to schools: A student on the borderline of repeating algebra is better off advancing, though this policy offers little actual help for a student who's struggling. One promising intervention in Chicago gave students a double dose of algebra each day, but few classes like this exist across the country. More

Source:  Public Education News Blast

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