According to a study released by the National Center for the Study of Adult Learning and Literacy, "the roots" of algebra are present even in lower level mathematical concepts taught prior to algebra but rarely are students taught these elements. It is for this reason that students enter the algebra classroom ill-prepared to take the course. Instructional intervention helps to alleviate the effects of a lack of preparation for the subject matter. Interventions essentially become absolute necessities for students to have access to remediation in foundational algebraic concepts while simultaneously learning new content.
Data from The National Education Longitudinal Study shows that taking algebra in the eighth grade positively impacts high school completion rates. Created to improve the outcomes of K-12 education, the nationwide Common Core Standards, however, do not mandate that school districts present Algebra I prior to high school. Interventions in algebra can bring academic balance for school systems with curriculum sequences that statistically speaking, place students at a potential disadvantage for finishing high school. Consequently, ensuring that instructional interventions are in place for students taking algebra can help to improve the nationwide dropout crisis.
A common denominator to the 42 percent of students who drop out of college after beginning a course of study is college algebra. While many college-level students struggle with basic components of Algebra I, research declares that it is students who engage in a minimum of Algebra II who are more likely to complete their bachelor's degree. Instructional interventions at all levels of algebra can boost the achievement of struggling higher-level math learners by removing academic barriers that could potentially impede their progress toward a college degree.
Research shows a correlation between success in algebra and ultimate earning potential. In fact, students who engage in a higher level math course such as Algebra II not only earn more than their peers who did not exceed Algebra I, but they have a lower potential for becoming unemployed. By employing instructional interventions in the algebra classroom, teachers and learning institutions alike have the potential to academically meet students where they are and elevate them to a level that extends beyond their own perceptions of their scholastic and professional potential.