As outlined in a new EdResearch for Action brief that summarizes the research and history of Algebra I, auto-enrollment policies mark a meaningful shift from past practices. Historically, access to early Algebra I often relied on parent advocacy or teacher discretion, two mechanisms that often underidentified capable students from underrepresented and low-income backgrounds. By using objective criteria, automatic enrollment expands access to rigorous coursework while also avoiding the pitfalls of “one-size-fits-all” policies that either push all students into early Algebra I or delay access in middle school entirely. The post From algebra to calculus (or stats!): Connecting the math pipeline appeared first on EdResearch for Action .