Predicting success in middle school algebra

The purpose of conducting this ex post facto study was to determine the correlation between the selection criteria used to place students in middle school algebra in an urban school district in Nebraska and the success of those students. The selection criteria were standardized test scores, teacher recommendation, and a selection procedure designed at an urban middle school to identify African American students who might be successful in algebra. The relationship between these selection criteria and the variables age, race, gender, and school attended was also investigated.;The students who completed algebra in an Omaha Public Schools middle school in the school year 1996-97 were the subjects in the study. There were 739 students who completed algebra in the school year, 588 of the students were placed in algebra because their California Achievement Test scores met the criteria, 116 were placed in algebra because their test scores did not meet criteria but teachers recommended they take algebra, and 35 who were African American students placed in algebra because they met criteria of the McMillan Selection Procedure.;Results of the study indicated that the California Achievement Test scores were a good predictor of success in algebra ;Recommendations of this study include: (1) continuing the use of standardized test scores as criteria for placement in algebra with consideration given to changes in cut-off scores due to findings of this study, (2) developing other criteria which might be useful in identifying under represented students who could be successful in middle school algebra.