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Early achievement explains most variation: racial and socioeconomic gaps in Algebra I completion trace back to differences in third-grade test scores. Tracking students over time shows the pandemic compounded inequalities by widening gaps within achievement levels and amplifying gaps between levels, with steep declines for low-achieving students. Results highlight targeting early elementary math resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-widening-chasm-the-divergent-paths-of-high-and-low-achieving-students-in-algebra-i-after-the-pandemic/474661/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-widening-chasm-the-divergent-paths-of-high-and-low-achieving-students-in-algebra-i-after-the-pandemic/474661.png","ImageObject",300,407,{"name":92,"@type":93},"vwvw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-06","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the working paper examine about students’ Algebra I outcomes?","Question",{"text":112,"@type":113},"It identifies factors that predict whether students pass the Algebra I end-of-course test by ninth grade, using follow-up data across multiple grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do early achievement differences relate to later Algebra I gaps?",{"text":117,"@type":113},"Early achievement accounts for most variation, and racial and socioeconomic gaps in Algebra I completion trace back to differences in third-grade test scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did the pandemic cause according to the findings?",{"text":121,"@type":113},"The pandemic widened racial and socioeconomic gaps within achievement levels and amplified gaps between achievement levels, with the sharpest losses concentrated among low-achieving students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},474661,1790817637,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747874149,"https://ap-avatar.wpscdn.com/avatar/3a001161165b4dc3d9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790129441039064114","AWidening Chasm: The Divergent Paths of High-and LowAchieving Students in Algebra I After the Pandemic  \nBen Backes Michael DeArmond Elise Dizon-Ross Dan Goldhaber Alejandra Salazar  \nMay 2026  \nWORKING PAPER No. 339-0526  \nA Widening Chasm: The  \nDivergent Paths of High  \nand Low-Achieving  \nStudents in Algebra I After  \nthe Pandemic  \nBen Backes  \nAmerican Institutes for Research / CALDER  \nMichael DeArmond  \nAmerican Institutes for Research / CALDER  \nElise Dizon-Ross  \nAmerican Institutes for Research / CALDER  \nDan Goldhaber  \nAmerican Institutes for Research / CALDER University of Washington / CEDR  \nAlejandra Salazar  \nAmerican Institutes for Research / CALDER  \nContents ..................................................................................................................................................................... i  \nAcknowledgments .................................................................................................................................................... ii  \nAbstract.................................................................................................................................................................... iii  \n1. Introduction ...................................................................................................................................................... 1  \n2. Background and Prior Research ....................................................................................................................... 2  \n3. Data and Samples ............................................................................................................................................. 5  \n4. Methods ............................................................................................................................................................ 7  \n5. Results .............................................................................................................................................................. 8  \n6. Discussion and Conclusion............................................................................................................................. 13  \nReferences .............................................................................................................................................................. 16  \nTables and Figures .................................................................................................................................................. 19  \nAppendix ................................................................................................................................................................ 28  \nThe authors gratefully acknowledge funding from the Gates Foundation. The research presented here utilizes confidential data from the State of Texas supplied by the Education Research Center (ERC) at The University of Texas at Austin. The authors gratefully acknowledge the use of these data. The views expressed are those of the authors and should not be attributed to the ERC or any of the supporting organizations mentioned herein, including The University of Texas at Austin orthe State of Texas.  \nCALDER working papers have not undergone final formal review and should be cited as working papers. They are intended to encourage discussion and suggestions for revision before final publication. Any errors are attributable to the authors.  \nCALDER • American Institutes for Research  \n1400 Crystal Drive 10th Floor, Arlington, VA 22202 202-403-5796 • [www.caldercenter.org](www.caldercenter.org)  \nA Widening Chasm: The Divergent Paths of High-and Low-Achieving Students in Algebra I After the Pandemic  \nBen Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber & Alejandra Salazar CALDER Working Paper No. 339-0526  \nMay 2026  \nAbstract  \nWe follow four cohorts of students in Texas from grades 3 through 9 to identify which factors predict whether students pass ","cbCairevP67VsllV","https://ap.wps.com/l/cbCairevP67VsllV","pdf",1623388,33,"English","# 1. Introduction\n# 2. Background and Prior Research\n# 3. Data and Samples\n# 4. Methods\n# 5. Results\n# 6. Discussion and Conclusion","[{\"question\":\"What does the working paper examine about students’ Algebra I outcomes?\",\"answer\":\"It identifies factors that predict whether students pass the Algebra I end-of-course test by ninth grade, using follow-up data across multiple grades.\"},{\"question\":\"How do early achievement differences relate to later Algebra I gaps?\",\"answer\":\"Early achievement accounts for most variation, and racial and socioeconomic gaps in Algebra I completion trace back to differences in third-grade test scores.\"},{\"question\":\"What changes did the pandemic cause according to the findings?\",\"answer\":\"The pandemic widened racial and socioeconomic gaps within achievement levels and amplified gaps between achievement levels, with the sharpest losses concentrated among low-achieving students.\"}]","A Widening Chasm - The Divergent Paths of High and Low-Achieving Students in Algebra I After the Pandemic | PDF",1790784568,83]