Foreword by Dr. Frances Baez, Mary Beck, and Lourdes Diaz

Written by Dr. Dia Bryant and Hillary Knudson

Success in Algebra I is a strong predictor of academic and economic achievement. Students who pass Algebra I by the end of 9th grade are twice as likely to graduate high school and more likely to persist through college and earn a degree. Algebra I by grade 8 is also the gateway to advanced math coursework, which further bolsters student success. High school students with access to college-level math courses have better attendance, greater academic engagement, and higher graduation rates than students who do not take courses beyond graduation requirements.

This comparative case study provides a robust view of the efforts to date in three NMIP districts: Chicago, Los Angeles, and Miami-Dade.

School systems committed to fostering equitable algebra success must assess their math programs through four key lenses: opportunity, readiness, access, and mindset. When district math teams work through these questions and find concrete ways to operationalize their answers, they transform Algebra I from a gatekeeper into a gateway—unleashing a world of opportunity.

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ICYMI: We hosted a webinar exploring how districts are reducing systemic barriers to advanced math education and improving Algebra 1 readiness and outcomes. Presenters included: Dr. Corey Morrison, Director of Mathematics, Chicago Public Schools (IL); Dr. Frances Baez, Chief Academic Officer, Los Angeles Unified School District (CA); Hillary Knudson, Vice President, Whiteboard Advisors; and Dr. Dia Bryant, NMIP Lead Facilitator, Context Matters Strategy Group.