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| Acknowledgments | |
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| Mathematics Success: Solving the Equation! | |
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| Algebra as a Civil Right | |
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| Is 9th Grade Early Enough to Study Algebra? | |
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| Dissension and Conflict About When to Teach Algebra | |
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| A Template for Change: Looking at a Model of Success | |
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| How Did They Do It? The Organization of the Book | |
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| Understanding the Variables in Mathematics Education | |
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| How Did We Get Here from There?: The History of Mathematics Curriculum Delivery | |
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| Search for the Identity of the High School in the United States | |
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| Who Should Study Algebra?: Philosophical and Psychological Foundations | |
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| Challenging the Status Quo in the Mid-20th Century | |
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| Reforming the Reform Movement | |
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| Forward Movement and Backlash to Change in Mathematics Curriculum | |
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| Redefining the Variables | |
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| Keeping Track: Setting the Course in Mathematics | |
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| When Should Most Students Take Algebra? | |
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| Recent Research on Tracking and Detracking | |
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| Case Study: Taking Charge of Change in Chesterfield, Virginia | |
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| Student Voices for Change: �Would Have, Should Have, Could Have… Studied Algebra in 8th Grade� | |
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| Context: The Setting for the Interviews | |
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| The Interviews: The Students Speak | |
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| Students' Views on Social Life in Middle School | |
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| The Relationship of Academics to the Students' Lives | |
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| How Were They Selected (or Not) for 8th-Grade Algebra? | |
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| The Value of 8th-Grade Algebra | |
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| Long-Term Effects of 8th-Grade Math Classes | |
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| Lessons Learned from the Students | |
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| The Value of Student Input | |
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| Following the Rules: Teachers as Gatekeepers to Advanced Math | |
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| Input from the Teachers in This Case Study | |
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| Teacher Talk About Their Students and Math | |
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| Ready or Not, Here They Come!: Meeting Diverse Algebra Students | |
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| Redefining Readiness | |
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| Changing the Rules | |
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| Changing the Rules: Long-Term Effects of 8th-Grade Algebra | |
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| Why They Changed the Rules | |
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| Benefits Derived from Studying Algebra in 8th Grade | |
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| Effects of 8th-Grade Algebra on High School Math Performamce | |
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| 8th-Grade Math Experiences and the SAT | |
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| The Effect of 8th-Grade Algebra on College Attendance | |
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| 8th-Grade Algebra for All Students? | |
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| Mandate for Change in Local Mathematics Policies | |
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| The Solution: How Educational Policy Changes Mathematics Outcomes | |
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| Changing the Game Plan for Mathematics Curriculum Delivery | |
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| Know the Rules | |
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| Listen to the Experts | |
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| Review Your Own Data | |
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| Keep Your Eye on the Prize | |
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| Courage and Conviction | |
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| Train the Players | |
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| Solving the Equation | |
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| References | |
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| Index | |
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| About the Author | |