The 2003-2012 impact of Algebra When Ready on indicators of college readiness across California school districts

California has been at the forefront of national efforts to increase mathematics proficiency levels for all students. With the passage of the Public Schools Accountability Act (PSAA) in 1999, an educational accountability system was created requiring end-of-course subject matter tests in grades 9 through 11 in all advanced math and science courses. This accountability system was based on the assumption that a push for universal access of algebra in eighth grade would reduce or eliminate tracking of historically marginalized students into remedial mathematics classes. As California attempted to enact policies such as Algebra for All to maintain equity, it increased opportunities for students to have access to early algebra. However, Algebra for All is a misnomer in California because a relatively small number of districts strictly followed universal access to algebra. Most districts followed the practice of placing students in Algebra When Ready, a term coined by the National Council of Teachers of Mathematics (NCTM, 2008). The purpose of this quantitative study was two-fold: (a) to determine the extent to which California students have progressed in achievement in STEM courses, specifically Algebra I, Algebra II, and science (Chemistry and Physics scores are merged to represent science) as a result of federal and state policies and (b) to critically examine the extent to which Algebra When Ready had a positive impact on indicators of college readiness in terms of Algebra I success, Algebra II success, and science success from 2003-2012. A one-way Repeated Measures (RM) ANOVA was conducted to compare the means on the California Standards Test (CST) of the following variables over a six-year time period: Grade 8 Algebra I participation and success (2004-2009), Grade 10-11 Algebra II success (2007-2012), and Grade 10-11 science success (2007-2012). A path analysis model is widely acknowledged as a standard method for making causal inferences from correlational data. The path model utilized in this study included a mean of 189 school districts and six waves of data from 2003-2012 to determine the intended impact of Grade 8 Algebra I participation (Opportunity to Learn- OTL) and success on college preparatory courses. The path analysis model, which included six cohorts of data, was used to test whether or not Algebra When Ready had the intended impact on college preparedness and future success. Specifically, the researcher utilized an ordinary least squares regression to assess the model. Structural equations were developed to test if the inner correlations are consistent with the correlations the model predicts. The findings from this study are compelling evidence that California made significant progress because tracking rates have considerably decreased. School districts have shown immense short-term and long-term gains in OTL and proficiency in college preparation classes. Therefore, policies such as Algebra When Ready that pursue equity by detracking remedial mathematics, can help to create systems where all students can have greater access to advanced courses. This study has the potential to inform future policy decisions that are intended to increase equity. The researcher's suggestions supported by the findings of this study are as follows: (a) create a strong system-wide, transparent accountability system in high schools; (b) use objective measures targeting students for accelerated mathematics pathways to combat the inequitable tracking; (c) create system-wide accountability for holding high expectations for all students; and (d) provide students with appropriate supports as deemed necessary to succeed in Algebra I.